School Improvement in Maryland

VSC: Mathematics Grade 6

Document Date: June 2004
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Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Topic

A. Patterns and Functions

Indicator

  • 1. Identify, describe, extend, and create numeric patterns and functions

Objectives

  1. Identify and describe sequences represented by a physical model or in a function table
  1. Interpret and write a rule for a one-operation (+, -, x, ÷ ) function table
    Assessment limits:
    • Use whole numbers or decimals with no more than two decimal places (0 – 10,000)
  1. Complete a function table with a given two-operation rule
    Assessment limits:
    • Use the operations of (+, -, x), numbers no more than 10 in the rule, and whole numbers (0 - 50)

Topic

B. Expressions, Equations, and Inequalities

Indicator

  • 1. Write and evaluate expressions

Objectives

  1. Write an algebraic expression to represent unknown quantities
    Assessment limits:
    • Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200)
  1. Evaluate an algebraic expression
    Assessment limits:
    • Use one unknown and one operation (+, -) with whole numbers (0 – 200), fractions with denominators as factors of 24 (0 – 50), or decimals with no more than two decimal places (0 – 50)
  1. Evaluate numeric expressions using the order of operations
    Assessment limits:
    • Use no more than 4 operations (+, -, x, ÷ with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0-100)
  1. Represent algebraic expressions using physical models, manipulatives, and drawings

Indicator

  • 2. Identify, write, solve, and apply equations and inequalities

Objectives

  1. Identify and write equations and inequalities to represent relationships
    Assessment limits:
    • Use a variable, the appropriate relational symbols (>, <, =), and one operational symbol (+, -, ×, ÷) on either side and use fractions with denominators as factors of 24 (0 – 50) or decimals with no more than two decimal places (0 – 200)
  1. Determine the unknown in a linear equation
    Assessment limits:
    • Use one operation (+, -, ×, ÷ with no remainders) and use positive whole number coefficients using decimals with no more than two decimal places (0 – 100)
  1. Solve for the unknown in a one-step inequality
  1. Identify or graph solutions of a one-step inequality on a number line
  1. Apply given formulas to a problem solving situation

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

Objectives

  1. Represent rational numbers on a number line
    Assessment limits:
    • Use integers (-20 to 20)
  1. Graph ordered pairs in a coordinate plane.
    Assessment limits:
    • Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)
  1. Graph linear data from a function table

Indicator

  • 2. Analyze linear relationships

Objectives

  1. Identify and describe the change represented in a graph
    Assessment limits:
    • Identify increase, decrease, or no change
  1. Translate the graph of a linear relationship onto a table of values that illustrates the type of change

Standard 2.0 Knowledge of Geometry

Topic

A. Plane Geometric Figures

Indicator

  • 1. Analyze the properties of plane geometric figures

Objectives

  1. Identify, describe, and label points, lines, rays, line segments, vertices, angles, and planes using correct symbolic notation
  1. Identify and describe line segments
    Assessment limits:
  1. Identify and describe the parts of a circle
    Assessment limits:

Indicator

  • 2. Analyze geometric relationships

Objectives

  1. Compare and classify triangles by sides
    Assessment limits:
    • Use scalene, equilateral, or isosceles
  1. Compare and classify triangles by angle measure
    Assessment limits:
    • Use equiangular, obtuse, acute, or right
  1. Determine a third angle measure of a triangle given two angle measures
    Assessment limits:
    • Use the concept of the sum of angles in any triangle is 180° without using a diagram
  1. Identify and compare the relationship between parts of a circle
    Assessment limits:

Topic

C. Representation of Geometric Figures

Indicator

  • 1. Represent plane geometric figures

Objectives

  1. Draw geometric figures using a variety of tools
    Assessment limits:
    • Draw triangles given the measures of 2 sides and one angle or 2 angles and 1 side using whole numbers (0-20) and angle measures (0°-179°)
  1. Identify, describe, or draw a polygon
    Assessment limits:
    • Use the first quadrant given no more than six coordinates
  1. Identify or describe angle relationships
    Assessment limits:
    • Use perpendicular bisectors or angle bisectors

Topic

D. Congruence and Similarity

Indicator

  • 1. Analyze congruent figures

Objectives

  1. Identify and describe congruent polygons and their corresponding parts

Topic

E. Transformations

Indicator

Objectives

  1. Plot the result of one transformation (translation, reflection, rotation) on a coordinate plane

Standard 3.0 Knowledge of Measurement

Topic

B. Measurement Tools

Indicator

  • 1. Measure in customary and metric units

Objectives

  1. Select and use appropriate tools and units
    Assessment limits:
    • Measure length to the nearest 1/16 inch with a ruler

Indicator

  • 2. Measure angles in polygons

Objectives

Topic

C. Applications in Measurement

Indicator

  • 1. Estimate and apply measurement formulas

Objectives

  1. Estimate and determine the area of a polygon
    Assessment limits:
    • Use triangles and whole number dimensions (0 – 200)
  1. Estimate and determine the volume of a rectangular prism
    Assessment limits:
    • Use rectangular prisms and whole number dimensions (0 – 1000)
  1. Estimate and determine the area of a composite figure
    Assessment limits:
    • Use composite figures with no more than four polygons (triangles or rectangles) and whole number dimensions (0 – 500)
  1. Determine missing dimension of a quadrilateral given the perimeter length
    Assessment limits:
    • Find length in a quadrilateral given the perimeter with whole number dimensions (0 – 200)
  1. Determine the missing dimension of rectangles
    Assessment limits:
    • Find length in a square or rectangle given the area and whole number dimensions (0 – 200)

Standard 4.0 Knowledge of Statistics

Topic

A. Data Displays

Indicator

  • 1. Organize and display data

Objectives

  1. Organize and display data to make frequency tables
    Assessment limits:
    • Use no more than 5 categories or ranges of numbers and total frequencies of no more than 25
  1. Organize and display data to make stem-and-leaf plots
    Assessment limits:
  1. Organize and display data using a back-to-back stem-and-leaf plot

Topic

B. Data Analysis

Indicator

  • 1. Analyze data

Objectives

  1. Interpret frequency tables
    Assessment limits:
    • Use no more than 5 categories or ranges of numbers and frequencies of no more than 25
  1. Read and analyze circle graphs
    Assessment limits:
    • Use no more than 5 categories using data in whole numbers or percents (0 – 1000)
  1. Interpret data from a stem-and-leaf plot

Indicator

  • 2. Describe a set of data

Objectives

  1. Apply measures of central tendency (mean, median, mode)

Standard 5.0 Knowledge of Probability

Topic

B. Theoretical Probability

Indicator

  • 1. Determine the probability of one simple event comprised of equally likely outcomes

Objectives

  1. Express the probability of an event as a fraction.
  1. Express the probability of an event as a decimal
    Assessment limits:
  1. Express the probability of an event as a percent

Topic

C. Experimental Probability

Indicator

Objectives

  1. Make predictions and express the experimental probability as a fraction, a decimal, or a percent
    Assessment limits:

Indicator

Objectives

Indicator

Objectives

Indicator

Objectives

Standard 6.0 Knowledge of Number Relationships and Computation/Arithmetic

Topic

A. Knowledge of Number and Place Value

Indicator

Objectives

  1. Read, write, and represent whole numbers
    Assessment limits:
  1. Read, write, and represent integers
    Assessment limits:
    • Use integers from (-100 to 100)
  1. Identify and determine equivalent forms of fractions as decimals, as percents, and as ratios
    Assessment limits:
    • Use proper fractions with denominators as factors of 100, decimals, percents, or ratios (0 – 1000)
  1. Compare and order fractions, decimals alone or mixed together, with and without relational symbols (<, >, =)
    Assessment limits:
    • Include no more than 4 fractions with denominators with factors of 100 or decimals with up to 2 decimal places (0 – 100)
  1. Compare and order integers

Topic

B. Number Theory

Indicator

  • 1. Apply number relationships

Objectives

  1. Determine prime factorizations for whole numbers and express them using exponential form

Topic

C. Number Computation

Indicator

  • 1. Analyze number relations and compute

Objectives

  1. Add and subtract fractions and mixed numbers and express answers in simplest form
    Assessment limits:
    • Use proper fractions and denominators as factors of 60 (0–20)
  1. Multiply fractions and mixed numbers and express in simplest form
    Assessment limits:
    • Use denominators as factors of 24 not including 24 (0 – 20)
  1. Multiply decimals
    Assessment limits:
    • Use a decimal with no more than 3 digits multiplied by a 2-digit decimal (0 – 1000)
  1. Divide decimals
    Assessment limits:
    • Use a decimal with no more than 5 digits divided by a whole number with no more than 2 digits without annexing zeros (0 – 1000)
  1. Determine a percent of a whole number
    Assessment limits:
    • Use 10%, 20%, 25% or 50% of a whole number (0 – 1000)
  1. Simplify numeric expressions using the properties of addition and multiplication
    Assessment limits:

Indicator

Objectives

  1. Determine the approximate products and quotients of decimals
    Assessment limits:
    • Use a decimal with no more than a 3 digits multiplied by a 2-digit whole number, or the quotient of a decimal with no more than 4 digits in the dividend divided by a 2-digit whole number (0 – 1000)

Indicator

  • 3. Analyze ratios, proportions, and percents

Objectives

  1. Represent ratios in a variety of forms
  1. Use ratios and unit rates to solve problems

Standard 7.0 Processes of Mathematics

Topic

A. Problem Solving

Indicator

  • 1. Apply a variety of concepts, processes, and skills to solve problems

Objectives

  1. Identify the question in the problem
  1. Decide if enough information is present to solve the problem
  1. Make a plan to solve a problem
  1. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  1. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  1. Identify alternative ways to solve a problem
  1. Show that a problem might have multiple solutions or no solution
  1. Extend the solution of a problem to a new problem situation

Topic

B. Reasoning

Indicator

  • 1. Justify ideas or solutions with mathematical concepts or proofs

Objectives

  1. Use inductive or deductive reasoning
  1. Make or test generalizations
  1. Support or refute mathematical statements or solutions
  1. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

Topic

C. Communication

Indicator

  • 1. Present mathematical ideas using words, symbols, visual displays, or technology

Objectives

  1. Use multiple representations to express concepts or solutions
  1. Express mathematical ideas orally
  1. Explain mathematically ideas in written form
  1. Express solutions using concrete materials
  1. Express solutions using pictorial, tabular, graphical, or algebraic methods
  1. Explain solutions in written form
  1. Ask questions about mathematical ideas or problems
  1. Give or use feedback to revise mathematical thinking

Topic

D. Connections

Indicator

  • 1. Relate or apply mathematics within the discipline, to other disciplines, and to life

Objectives

  1. Identify mathematical concepts in relationship to other mathematical concepts
  1. Identify mathematical concepts in relationship to other disciplines
  1. Identify mathematical concepts in relationship to life
  1. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004