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School City of Hobart |
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School City of Hobart Mathematics |
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Mathematics - IN: Grade 6 |
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Order of Operations: Evaluate/Expression
The learner will be able to
use the order of operations and the properties of real numbers to evaluate numerical expressions and justify each step during the process.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.6 |
Classroom
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Expressions: Evaluate/Solve/Graph
The learner will be able to
evaluate algebraic expressions, obtain solutions to simple linear equations, and graph and interpret their solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 3 |
Classroom
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Expressions: Write
The learner will be able to
write verbal expressions and/or equations in the form of algebraic expressions and/or equations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 3 |
Classroom
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Order of Operations: Use/Parentheses
The learner will be able to
use parentheses to determine which operations to perform first when creating expressions involving more than two terms and different operations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Order of Operations |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.4 |
Classroom
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Absolute Value: Real Numbers
The learner will be able to
determine the absolute value of real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.2 |
Classroom
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Absolute Value: Interpret/Distance
The learner will be able to
interpret the absolute value of a number as the distance of the number from the origin on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Absolute Value |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.2 |
Classroom
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Expressions: Evaluate
The learner will be able to
evaluate expressions using grouping symbols.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.3 |
Classroom
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Expressions: Variables
The learner will be able to
apply variables in expressions that describe geometric quantities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.5 |
Classroom
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Expressions: Interpret/Grouping Symbols
The learner will be able to
interpret expressions that use grouping symbols.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Expressions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.3 |
Classroom
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Formulas: Apply/Three Variables
The learner will be able to
use formulas with three or less variables to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.2 |
Classroom
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Formulas: Write/Three Variables
The learner will be able to
write formulas with three or less variables to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Formulas |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.2 |
Classroom
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Algebraic Concepts: Investigations
The learner will be able to
develop investigations of algebraic concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.13 week tested: 4. |
Classroom
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Algebraic Processes: Investigations
The learner will be able to
develop investigations of algebraic processes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Algebraic Concepts |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.13 week tested: 4. |
Classroom
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Variables: Explore/Change
The learner will be able to
explore how a change in one variable relates to a change in another variable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Variable |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.9 |
Classroom
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Connecting: Algebra/Geometry
The learner will be able to
algebraically explain geometric relationships.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Connecting |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 3 |
Classroom
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Computation: Precision
The learner will be able to
perform precise computations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Computation |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
Classroom
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Multiply: Decimals
The learner will be able to
multiply decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply Decimals |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
Classroom
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Money: Subtraction
The learner will be able to
subtract money expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.10 |
Classroom
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Money: Addition
The learner will be able to
add money expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.10 |
Classroom
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Money: Multiply
The learner will be able to
perform multiplication with money amounts expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.10 |
Classroom
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Money: Division
The learner will be able to
perform division with money amounts expressed in decimal form.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Money |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.10 |
Classroom
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Divide Decimals
The learner will be able to
divide decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Divide Decimals |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.3 |
Classroom
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Problem Solving: Reasonable Solutions
The learner will be able to
approximate to determine whether solutions to decimal problems are reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.9 |
Classroom
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Problem Solving: Decimals
The learner will be able to
obtain solutions to problems that involve decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 2 |
Classroom
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Problem Solving: Basic Operations
The learner will be able to
obtain solutions to problems involving the basic operations with positive fractions and describe why a particular operation was applied in a given scenario.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.5 |
Classroom
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Multiply/Divide Fractions: Describe
The learner will be able to
describe the process used to multiply and divide positive fractions and perform the calculations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply/Divide Fractions |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.4 |
Classroom
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Add/Subtract Fractions: Mental Math
The learner will be able to
use mental math to solve simple addition and subtraction problems involving fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Fractions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.10 |
Classroom
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Fractions: Understand
The learner will be able to
reinforce their understanding of fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Fractions |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.5 week tested: 4. |
Classroom
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Problem Solving: LCM/GCF
The learner will be able to
obtain solutions to problems involving fractions through the application of the least common multiple and/or greatest common factor concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.7 |
Classroom
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Problem Solving: Fractions
The learner will be able to
solve problems that involve fractions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 2 |
Classroom
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Functions: Problem Solving
The learner will be able to
write the equation associated with a given linear function, evaluate it for integer values of the variable, and graph the resulting ordered pairs of integers on a grid.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Functions |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.8 |
Classroom
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Representations: Visualize/Illustrate
The learner will be able to
visualize and illustrate two-dimensional views of three-dimensional objects which are made from rectangular solids.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures: Representations |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.7 |
Classroom
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Angle Relationships: Recognize/Draw
The learner will be able to
recognize and draw vertical, adjacent, complementary, and supplementary angles and explain the relationships among the angles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angle Relationships |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.1 |
Classroom
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Figures: Comprehend/Measurement
The learner will be able to
comprehend the measurement of two- and three-dimensional figures and use this understanding to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Figures |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 5 |
Classroom
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Angles: Solve Problems
The learner will be able to
apply the properties of complementary, supplementary, and vertical angles to obtain solutions to problems involving an unknown angle and justify answers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Angles |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.2 |
Classroom
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Geometry Terms: Develop/Use
The learner will be able to
develop a comprehension of geometric terms and ideas and use those ideas in problem solving activities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Vocabulary |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.8 week tested: 4. |
Classroom
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Properties: Recognize/Explain/Classify
The learner will be able to
recognize, explain, and classify the properties of two- and three-dimensional figures and the relationships between them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Properties of Figures |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 4 |
Classroom
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Triangles: Angle Sum
The learner will be able to
understand that the sum of the angles of any triangle equals 180 degrees.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
Classroom
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Triangles: Draw
The learner will be able to
make drawings of triangles when provided with information about them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Triangles |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
Classroom
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Circle: Comprehend/Pi
The learner will be able to
comprehend the idea of the constant pi as the ratio of the circumference to the diameter of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circles |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
Classroom
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Translation: Draw/Example
The learner will be able to
draw examples of a slide.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Translations |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.6 |
Classroom
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Geometric Concepts: Explore/Investigate
The learner will be able to
explore and/or investigate relationships among geometric concepts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Geometric Concepts |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 3 |
Classroom
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Reflection: Draw/Examples
The learner will be able to
draw examples of a flip.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reflections |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.6 |
Classroom
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Similarity: Recognize/Two-Dimensional
The learner will be able to
recognize two-dimensional similar figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Similarity |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.5 |
Classroom
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Similarity: Draw/Two-Dimensional
The learner will be able to
make drawings of two-dimensional similar figures.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Similarity |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.5 |
Classroom
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Quadrilaterals: Angle Sum
The learner will be able to
understand that the sum of the angles of any quadrilateral equals 360 degrees.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quadrilaterals |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
Classroom
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Quadrilaterals: Draw
The learner will be able to
make drawings of quadrilaterals when provided with information about them.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Quadrilaterals |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.3 |
Classroom
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Polygons: Apply Knowledge
The learner will be able to
use the knowledge of the sums of the angles of quadrilaterals and triangles to solve problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Polygons |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.4.4 |
Classroom
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Add/Subtract Integers: Positive/Negative
The learner will be able to
perform the addition and subtraction of positive and negative integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Add/Subtract Integers |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.1 |
Classroom
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Integers: Comprehend/Negative Numbers
The learner will be able to
comprehend negative numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.1 |
Classroom
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Integers: Understand
The learner will be able to
conceptually understand integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.5 week tested: 4. |
Classroom
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Integers: Apply/Negative Numbers
The learner will be able to
apply negative numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Integers |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.1 |
Classroom
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Multiply/Divide: Positive/Negative
The learner will be able to
perform the multiplication and division of positive and negative integers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiply/Divide Integers |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.2 |
Classroom
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Problem Solving: Apply/Basic Operations
The learner will be able to
apply the basic operations on integers to obtain solutions to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 2 |
Classroom
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Reasoning: Develop/Abilities
The learner will be able to
develop reasoning abilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.3 week tested: 4. |
Classroom
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Reasoning: Approach Problems
The learner will be able to
decide about the manner in which to approach a given problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
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Mathematics as Communication
The learner will be able to
state solutions clearly and logically using suitable mathematical vocabulary and notation, and support solutions with verbal and symbolic evidence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.5 |
Classroom
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Conjecture: Create/Justify
The learner will be able to
create and justify conjectures based on a general description of the mathematical question or problem that was posed.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Conjecture/Argument |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.2 |
Classroom
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Reasoning: Apply/Problem Solving
The learner will be able to
apply developed reasoning skills to activities in problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Reasoning |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.3 week tested: 4. |
Classroom
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Communication: Ideas/Problems
The learner will be able to
communicate their ideas about how to approach problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
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Mathematics as Communication: Practice
The learner will be able to
practice effective communication using the vocabulary of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Application |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.2 week tested: 4. |
Classroom
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Mathematics as Communication: Develop
The learner will be able to
develop effective communication using the vocabulary of mathematics.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Communication |
Synthesis |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.2 week tested: 4. |
Classroom
|
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Units: Apply/Metric/Customary
The learner will be able to
develop measurement abilities by applying customary and/or metric units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.9 week tested: 4. |
Classroom
|
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Units: Choose/Use/Tools
The learner will be able to
choose and use suitable standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Units |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.1 |
Classroom
|
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Length: Comprehend/Apply
The learner will be able to
comprehend and apply larger units for the measurement of length by comparing miles to yards and kilometers to meters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Length |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.2 |
Classroom
|
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Temperature: Calculate/Money
The learner will be able to
perform calculations with temperature and money, and select suitable units of measure in other areas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 5 |
Classroom
|
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Area: Comprehend/Apply
The learner will be able to
comprehend and apply larger units for the measurement of area by comparing acres and square miles to square yards and square kilometers to square meters.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.3 |
Classroom
|
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Volume/Surface Area: Prisms/Cylinders
The learner will be able to
use methods to determine the surface area and volume of right prisms and cylinders using suitable units.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Perimeter/Area/Volume |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.8 |
Classroom
|
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Circumference: Estimate/Calculate
The learner will be able to
apply estimates for the value of pi to estimate and compute the circumferences and areas of circles, and then make comparisons to measurements.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circumference |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
Classroom
|
|
Constructions: Cube/Box
The learner will be able to
create a cube and rectangular box from two-dimensional patterns and apply these patterns to calculate the surface area of these objects.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Constructions |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.7 |
Classroom
|
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Problem Solving: Proportions
The learner will be able to
obtain problem solutions by applying proportions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.7 |
Classroom
|
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Temperature: Convert
The learner will be able to
convert temperature measures using the Fahrenheit and Celsius formulas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Temperature |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.9 |
Classroom
|
|
Circumference: Calculate/Formula
The learner will be able to
determine the circumference of a circle using a given formula.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circumference |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
Classroom
|
|
Circumference: Create/Formula
The learner will be able to
create formulas to determine the circumference of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Circumference |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
Classroom
|
|
Area of a Circle: Calculate/Formula
The learner will be able to
use the appropriate formula to calculate the area of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Circle |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
Classroom
|
|
Area of a Circle: Create
The learner will be able to
create formulas to determine the area of a circle.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Area of a Circle |
Synthesis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.4 |
Classroom
|
|
Equivalent Forms: Convert
The learner will be able to
make conversions between any two numbers represented in fraction form, decimal form and percent form, without using a calculator.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.4 |
Classroom
|
|
Ratio/Proportion/Percent: Problem Solve
The learner will be able to
develop a comprehension of ratios, proportions, and percents and their applications in problem solving.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.12 week tested: 4. |
Classroom
|
|
Place Value: Comprehend/Whole Numbers
The learner will be able to
reinforce their comprehension of place value for whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.4 week tested: 4. |
Classroom
|
|
Place Value: Comprehend/Decimals
The learner will be able to
reinforce their comprehension of place value for decimals.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Place Value |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.4 week tested: 4. |
Classroom
|
|
Number Sense: Significant Digits
The learner will be able to
conceptually understand significant digits.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.6 |
Classroom
|
|
Equivalent Forms: Decimal/Fraction
The learner will be able to
identify decimal equivalents for common fractions without using a calculator.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Equivalent Forms |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.5 |
Classroom
|
|
Number Size: Apply/Ratios
The learner will be able to
apply ratios in order to illustrate the relative sizes of two quantities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Size |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
Classroom
|
|
Number Size: Interpret/Ratios
The learner will be able to
interpret ratios in order to illustrate the relative sizes of two quantities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Size |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
Classroom
|
|
Proportion: Understand
The learner will be able to
understand proportion.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.7 |
Classroom
|
|
Ratio: Apply/Notation
The learner will be able to
apply the following notations: a/b, a to b, and a:b.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.6 |
Classroom
|
|
Ratio: Illustrate/Models
The learner will be able to
use models to illustrate ratios.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.6 |
Classroom
|
|
Ratio/Proportion: Problem Solving
The learner will be able to
obtain problem solutions through the use of ratios and/or proportions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Ratio/Proportion |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 2 |
Classroom
|
|
Multiples: Determine/LCM
The learner will be able to
determine the least common multiple of whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiples |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.7 |
Classroom
|
|
Multiples: Determine
The learner will be able to
find multiples.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Multiples |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 1 |
Classroom
|
|
Factors: Determine
The learner will be able to
find factors.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Factors |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 1 |
Classroom
|
|
Factors: Determine/GCF
The learner will be able to
determine the greatest common factor of whole numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Factors |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.7 |
Classroom
|
|
Estimate/Problems: Increase Ability
The learner will be able to
increase their ability to estimate using whole numbers, fractions, and decimals as they apply to measurement, geometry, and solving problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Estimate/Problems |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.7 week tested: 4. |
Classroom
|
|
Number Line: Compare/Illustrate
The learner will be able to
make comparisons and illustrate positive and negative integers, fractions, decimals to hundredths, and mixed numbers on a number line.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Lines |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.1.3 |
Classroom
|
|
Compare/Order: Decimal/Fraction/Integer
The learner will be able to
make comparisons and place in order positive and negative integers, decimals, fractions and mixed numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Comparing/Ordering |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 1 |
Classroom
|
|
Rounding: Significant Digits
The learner will be able to
round solutions to a suitable number of significant digits.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rounding |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.6 |
Classroom
|
|
Mental Math: Add/Subtract Decimals
The learner will be able to
use strategies of mental math to add and subtract decimal amounts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Mental Math |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.10 |
Classroom
|
|
Number Sense: Percent/Comprehend
The learner will be able to
comprehend percentage.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Number Sense |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.5 week tested: 4. |
Classroom
|
|
Problem Solving: Discount
The learner will be able to
obtain solutions to problems involving discounts.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
Classroom
|
|
Problem Solving: Percents
The learner will be able to
obtain solutions to problems involving percents.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 2 |
Classroom
|
|
Problem Solving: Tips
The learner will be able to
obtain solutions to percent problems involving tips.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problem Solving |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
Classroom
|
|
Calculate Percentages: Quantity
The learner will be able to
compute percentages of quantities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Calculate Percentages |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
Classroom
|
|
|
Perspective/Role in Society
|
|
|
Income: Interest Earned
The learner will be able to
obtain solutions to problems involving interest earned.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Income/Benefits |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.2.8 |
Classroom
|
|
Probability: Comprehend/Predict
The learner will be able to
develop a comprehension of the basic concepts of probability and the skills to use these concepts in making appropriate predictions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.11 week tested: 4. |
Classroom
|
|
Probability: Comprehend/Illustrate
The learner will be able to
comprehend and illustrate probabilities as ratios, measures of relative frequency, decimals between 0 and 1, and percentages between 0 and 100 and confirm that the probabilities calculated are reasonable.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.6 |
Classroom
|
|
Measures of Central Tendency: Compare
The learner will be able to
make comparisons of the mean, median, and mode for a data set and describe which measure is most appropriate in a given situation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Measures of Central Tendency |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.3 |
Classroom
|
|
Outcomes: Compound Event
The learner will be able to
illustrate all possible outcomes for compound events in an organized manner and determine the theoretical probability of each outcome.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Outcomes |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.4 |
Classroom
|
|
Frequency Table: Create
The learner will be able to
create frequency tables for numerical data, grouping data in various ways to explore how various groupings explain the data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Frequency |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.2 |
Classroom
|
|
Frequency: Apply/Histograms
The learner will be able to
apply histograms of data and of relative frequency distribution, and a broken line graph for cumulative frequency to interpret the data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Frequency |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.2 |
Classroom
|
|
Frequency: Comprehend/Determine
The learner will be able to
comprehend and determine the relative and cumulative frequency for a set of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Frequency |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.2 |
Classroom
|
|
Data Analysis: Gather/Organize/Analyze
The learner will be able to
gather, organize, analyze, and interpret data using fundamental analysis procedures and articulate suitable conclusions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.10 week tested: 4. |
Classroom
|
|
Graphing: Use/Check
The learner will be able to
use graphing to approximate answers and check the approximations with analytic approaches.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Graphing |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.8 |
Classroom
|
|
Data Display: Organize/Describe
The learner will be able to
organize and display one-variable data in suitable graphs and stem-and-leaf plots and describe which graphical forms are appropriate for different sets of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Display |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.1 |
Classroom
|
|
Probability: Experimental
The learner will be able to
determine the experimental probability of an event.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 6 |
Classroom
|
|
Probability: Data/Estimate
The learner will be able to
apply data in the estimation of the probability of future events.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Probability |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.6.5 |
Classroom
|
|
Predictions: Theoretical/Experimental
The learner will be able to
formulate predictions according to theoretical or experimental probabilities.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Predictions |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 6 |
Classroom
|
|
Theoretical Probability
The learner will be able to
calculate the theoretical probability of an event.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Theoretical Probability |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 6 |
Classroom
|
|
Statistics: Compute
The learner will be able to
calculate statistical measurements for sets of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Statistics |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 6 |
Classroom
|
|
Data Analysis: Statistical Measurements
The learner will be able to
analyze statistical measurements of sets of data.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Data Analysis |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 6 |
Classroom
|
|
Solution: Determine/Communicate
The learner will be able to
determine and communicate answers to problems using strategies, skills, and ideas.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
|
|
Strategies: Mathematical Language
The learner will be able to
create methods for obtaining problem solutions by changing data into mathematical language.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.1 week tested: 4. |
Classroom
|
|
Strategies: Break Up Problem
The learner will be able to
figure out when and how to break up a problem into less difficult components.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.3 |
Classroom
|
|
Strategies: Solve/Similar
The learner will be able to
express the strategy for determining the solution to a problem and illustrate a conceptual understanding of the strategy by obtaining solutions to similar problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.11 |
Classroom
|
|
Analyzing Problems: Relationships
The learner will be able to
analyze problems by recognizing relationships, differentiating between relevant and irrelevant information, recognizing missing information, sequencing and prioritizing information, and observing patterns.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Analyzing Problems |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.1 |
Classroom
|
|
Problem: Generalizations
The learner will be able to
progress past a given problem through generalizations to other situations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Problems |
|
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
|
|
Evaluating Solutions: Completeness
The learner will be able to
determine when an answer is complete.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Evaluating Solutions |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
|
|
Solutions: Exact or Approximate
The learner will be able to
identify the advantages of exact and approximate answers to problems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Knowledge |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.6 |
Classroom
|
|
Solutions: Degree of Accuracy
The learner will be able to
present solutions to a specified degree of accuracy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.6 |
Classroom
|
|
Solutions: Validity in Context
The learner will be able to
verify the validity of solutions based on the context of the problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.9 |
Classroom
|
|
Solution: Reasonableness
The learner will be able to
determine the reasonableness of results.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Analysis |
Master |
IN: Academic Standards, 2000, Grade 6, Standard 7 |
Classroom
|
|
Solutions: Evaluate Reasonableness
The learner will be able to
evaluate the reasonableness of a given solution within the context of the original problem.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Solution |
Evaluation |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.10 |
Classroom
|
|
Strategies: Apply
The learner will be able to
apply strategies and/or results obtained from simpler problems to those that are more complex.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Strategies |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.4 |
Classroom
|
|
|
Rational and Irrational Numbers
|
|
|
Rational Numbers: Estimate/Strategies
The learner will be able to
apply strategies in the estimation of results of calculations with rational numbers of various forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.7 |
Classroom
|
|
Irrational Numbers
The learner will be able to
comprehend the idea of irrational numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrational Numbers |
Comprehension |
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.5 week tested: 4. |
Classroom
|
|
Irrational Numbers: Pi
The learner will be able to
understand common estimates of pi.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Irrational Numbers |
Comprehension |
Master |
IN: Academic Standards, 2000, Grade 6, 6.5.5 |
Classroom
|
|
Rational Numbers: Choose/Strategies
The learner will be able to
choose strategies for the estimation of results of calculations with rational numbers of various forms.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Rational Numbers |
Application |
Master |
IN: Academic Standards, 2000, Grade 6, 6.7.7 |
Classroom
|
|
|
Real Numbers and the Coordinate Plane
|
|
|
Coordinate Plane: Ordered Pairs
The learner will be able to
recognize and correctly place ordered pairs of numbers in each of the four quadrants of the coordinate plane.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Coordinate Geometry |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.7 |
Classroom
|
|
Real Numbers: Computational Proficiency
The learner will be able to
acquire an increased degree of computational performance with all types of real numbers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Real Numbers |
|
Master |
IN: Statewide Testing for Educational Progress (ISTEP+), 1999-2000, Grade 6, 6.6 week tested: 4. |
Classroom
|
|
Linear Equations/Inequalities: Solve
The learner will be able to
create and obtain solutions to single-step linear equations and inequalities in one variable and check the solutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Linear Equations/Inequalities |
|
Master |
IN: Academic Standards, 2000, Grade 6, 6.3.1 |
Classroom
|
|
|
