## 6th Grade Grade Level Goals

Everyday Mathematics third-edition Grade Level Goals have been revised to align with the Common Core State Standards for Mathematics (CCSS-M), which were widely adopted in 2010. Both versions of the curriculum's goals are available below. For more information on standards, please see Meeting Standards with Everyday Mathematics.

### Common Core State Standards (CCSS) Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers and decimals; identify places in such numbers and the values of the digits in those places; use expanded notation, number-and-word notation, exponential notation, and scientific notation to represent whole numbers and decimals. |

Meanings and uses of fractions | Solve problems involving percents and discounts; explain strategies used; identify the unit whole in situations involving fractions, decimals, and percents. | |

Number theory | Use GCFs, LCMs, and divisibility rules to manipulate fractions. | |

Understand Equivalent Names for Numbers | Equivalent names for whole numbers | Apply the order of operations to numerical expressions to give equivalent names for rational numbers. |

Equivalent names for fractions, decimals, and percents | Find equivalent fractions and fractions in simplest form by applying multiplication and division rules and concepts from number theory; convert between fractions, mixed numbers, decimals, and percents. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Choose and apply strategies for comparing and ordering rational numbers; explain those choices and strategies. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Compute Accurately | Addition and subtraction procedures | Use mental arithmetic, paper-and pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. |

Multiplication and division procedures | Use mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication and division of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the addition and subtraction of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Procedures for multiplication and division of fractions | Use mental arithmetic, paper-and-pencil algorithms and models, and calculators to solve problems involving the multiplication and division of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number, decimal, fraction, and mixed number addition, subtraction, multiplication, and division problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use ratios and scaling to model size changes and to solve size-change problems; represent ratios as fractions, percents, and decimals, and using a colon; model and solve problems involving part-to-whole and part-to-part ratios; model rate and ratio number stories with proportions; use and explain cross multiplication and other strategies to solve proportions. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create graphic displays with reasonable titles, labels, keys, and intervals. |

Analyze and Interpret Data | Data analysis | Use data landmarks, measures of spread, and graphs to ask and answer questions, draw conclusions, and make predictions; compare and contrast the median and mean of a data set. |

Understand and Apply Basic Concepts of Probability | Quantitative probability | Use the Multiplication Counting Principle, tree diagrams, and other counting strategies to identify all possible outcomes for a situation; predict results of experiments, test the predictions using manipulatives, and summarize the findings; compare predictions based theoretical probability with experimental results; calculate probabilities and express them as fractions, decimals, and percents; explain how sample size affects results; use the results to predict future events. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length with tools to the nearest 1/16 inch and millimeter; estimate the measure of angles with and without tools; use tools to draw angles with given measures. |

Area, perimeter, volume, and capacity | Choose and use appropriate formulas to calculate the circumference of circles and to solve area, perimeter, and volume problems. | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, describe, classify, name and draw angles; determine angle measures by applying properties of orientations of angles and of sums of angle measures in triangles and quadrangles. |

Plane and solid figures | Identify and describe similar and congruent figures and describe their properties; construct a figure that is congruent to another figure using a compass and straightedge. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe, and sketch (including plotting on the coordinate plane) instances of reflections, translations, and rotations. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; represent patterns and rules using algebraic notation; represent functions using words, algebraic notation, tables, and graphs; translate from one representation to another and use representations to solve problems involving functions. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Determine whether equalities and inequalities are true or false; solve open number sentences and explain the solutions; use a pan-balance model to solve linear equations in one or two unknowns; use trial-and-error and equivalent equations strategies to solve linear equations in one unknown. |

Order of operations | Describe and apply the conventional order of operations. | |

Properties of the arithmetic operations | Describe and apply properties of arithmetic and multiplicative and additive inverses. |

### 3rd Edition Grade Level Goals

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| Number and Numeration

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Meanings, Uses, and Representations of Numbers | Place value and notation | Read and write whole numbers and decimals; identify places in such numbers and the values of the digits in those places; use expanded notation, number-and-word notation, exponential notation, and scientific notation to represent whole numbers and decimals. |

Meanings and uses of fractions | Solve problems involving percents and discounts; describe and explain strategies used; identify the unit whole in situations involving fractions, decimals, and percents. | |

Number theory | Use GCFs, LCMs, and divisibility rules to manipulate fractions. | |

Understand Equivalent Names and Numbers | Equivalent names for whole numbers | Apply the order of operations to numerical expressions to give equivalent names for rational numbers. |

Equivalent names for fractions, decimals, and percents | Find equivalent fractions and fractions in simplest form by applying multiplication and division rules and concepts from number theory; convert between fractions, mixed numbers, decimals, and percents. | |

Understand Common Numerical Relations | Comparing and ordering numbers | Choose and apply strategies for comparing and ordering rational numbers; explain those choices and strategies. |

Operations and Computation

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Computes Accurately | Addition and subtraction procedures | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. |

Multiplication and division procedures | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication and division of whole numbers, decimals, and signed numbers; describe the strategies used and explain how they work. | |

Procedures for addition and subtraction of fractions | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Procedures for multiplication and division of fractions | Use mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the multiplication and division of fractions and mixed numbers; describe the strategies used and explain how they work. | |

Make Reasonable Estimates | Computational estimation | Make reasonable estimates for whole number, decimal, fraction, and mixed number addition, subtraction, multiplication, and division problems; explain how the estimates were obtained. |

Understand Meanings of Operations | Models for the operations | Use ratios and scaling to model size changes and to solve size-change problems; represent ratios as fractions, percents, and decimals, and using a colon; model and solve problems involving part-to-whole and part-to-part ratios; model rate and ratio number stories with proportions; use and explain cross multiplication and other strategies to solve proportions. |

Data and Chance

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Select and Create Appropriate Graphical Representations of Collected or Given Data | Data collection and representation | Collect and organize data or use given data to create bar, line, circle, and stem-and-leaf graphs with reasonable titles, labels, keys, and intervals. |

Analyze and Interpret Data | Data analysis | Use the minimum, range, median, mode, and mean and graphs to ask and answer questions, draw conclusions, and make predictions; compare and contrast the median and mean of a data set. |

Understand and Apply Basic Concepts of Probability | Quantitative probability | Use the Multiplication Counting Principle, tree diagrams, and other counting strategies to identify all possible outcomes for a situation; predict results of experiments, test the predictions using maipulatives, and summarize the findings; compare predictions based theoretical probability with experimental results; calculate probabilities and express them as fractions, decimals, and precents; explain how sample size affects results; use the results to predict future events. |

Measurement and Reference Frames

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand the Systems and Processes of Measurement; Use Appropriate Techniques, Tools, Units, and Formulas in Making Measurements | Length, weight, and angles | Estimate length with and without tools; measure length to the nearest 1/16 inch and millimeter; estimate the measures of angles with and without tools; use tools to draw angles with given measures. |

Area, perimeter, volume, and capacity | Choose and use appropriate formulas to calculate the circumference of circles and to solve area, perimeter, and volume problems. | |

Use and Understand Reference Frames | Coordinate systems | Use ordered pairs of numbers to name, locate, and plot points, in the all four quadrants of a coordinate grid. |

Geometry

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Investigate Characteristics and Properties of Two- and Three-Dimensional Geometric Shapes | Lines and angles | Identify, describe, classify, name and draw angles; determine angle measures by applying properties of orientations of angles and of sums of angle measures in triangles and quadrangles. |

Plane and solid figures | Identify and describe similar and congruent figures and describe their properies; construct a figure that is ocngruent to another figure using a compass and straightedge. | |

Apply Transformations and Symmetry in Geometric Situations | Transformations and symmetry | Identify, describe, and sketch (including plotting on the coordinate plane) instances of reflections, translations, and rotations. |

Patterns, Functions, and Algebra

Program Goal | Content Thread | Grade-Level Goal |
---|---|---|

Understand Patterns and Functions | Patterns and functions | Extend, describe, and create numeric patterns; describe rules for patterns and use them to solve problems; represent patterns and rules using algebraic notation; represent functions using words, algebraic notation, tables, and graphs; translate from one representation to another and use representations to solve problems involving functions. |

Use Algebraic Notation to Represent and Analyze Situations and Structures | Algebraic notation and solving number sentences | Determine whether equalities and inequalities are true or false; solve open number sentences and explain the solutions; use a pan-balance model to solve linear equations in one or two unknowns; use trial -and-error and equivalent equation strategies to solve linear equations in one unknown. |

Order of operations | Describe and apply the conventional order of operations. | |

Properties of the arithmetic operations | Describe and apply properties of arithmetic and multiplicative and additive inverses. |