Beyond Competent (In addition to C)

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Cory Adams
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1 Grade 6 Math Length of Class: School Year Program/Text Used: Everyday Math Competency 1: Ratios and Proportional Relationships - Students will demonstrate the ability to understand ratios and proportional relationships. Performance Indicator(s) Advanced (In addition to B ) Not Yet C1PI1a. Students will understand ratio concepts and use ratio reasoning to solve C1PI1b. C1PI1b. I can create a real world situation that applies ratio and rate reasoning to solve I can apply ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. I can apply ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. I can apply rate and ratio reasoning to solve real world mathematical problems, including unit rates, finding the part when given the whole and vice versa. I can solve unit rate problems including those involving unit pricing and constant speed. I can solve unit rate problems including those involving unit pricing and constant speed. I can identify the part, whole or percent while solving rate or ratio I can make and use tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios and plot the pairs of values on the coordinate plane. I can make and use tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios and plot the pairs of values on the coordinate plane. I can inconsistently identify the part, whole or percent while solving rate or ratio I can make and use tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios and plot the pairs of values on the coordinate plane with I can make and use tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, use tables to compare ratios and plot the pairs of values on the coordinate plane with

2 Competency 1: Ratios and Proportional Relationships, cont. Performance Indicator(s) Advanced (In addition to ) C1PI1c. I can prove my conceptual understanding of rates and ratios by drawing a picture, creating a table, using a number model, or describing a situation that applies to the given rate and ratios. I can identify a rate or ratio and use ratio language to describe a relationship between two quantities. I can translate a rate within and across formats given various representations of that rate. Not Yet I can translate a rate within and across formats given various representations of that rate with Competency 2: Number System - Students will demonstrate the ability to apply and extend previous understandings when computing rational numbers. Performance Indicator(s) Advanced Not Yet C2PI1. Students will apply and extend previous understandings of multiplication and division to divide fractions by fractions. I can create real-world situations or visual fraction models, and equations to represent division of fraction by fraction I can solve word problems involving division of fractions by fractions. Interpret and justify solutions. I can compute sums, differences, products and quotients of fractions by fractions in simplest form. I can compute sums, differences, products and quotients of fractions by fractions in simplest form with errors or inconsistent understanding. Students will compute fluently with multi-digit numbers and find common factors and multiples. C2PI2a. I can fluently divide numbers using the standard algorithm with a decimal divisor. I can fluently divide whole numbers using the standard algorithm with a multidigit divisor and dividends with decimals. I can fluently divide whole numbers using the standard algorithm with a one-digit divisor. I ineffectively divide whole numbers using the standard algorithm with a one-digit divisor with or without C2PI2b. I can fluently multiply multi-digit numbers when both factors are decimals using the standard algorithm. I can fluently multiply multi-digit numbers when one factor is a decimal using the standard algorithm. I can fluently multiply multi-digit numbers using the standard algorithm. I ineffectively multiply multi-digit numbers using the standard algorithm with or without

3 Competency 2: Number System, cont. Performance Indicator(s) Advanced C2PI2c. C2PI2d. C2PI3a. Students will apply and extend previous understandings of numbers to the system of rational numbers. C2PI3b. I can fluently add and subtract multi-digit decimals using the standard algorithm when presented as a word problem or a problem solving situation. I can use the distributive property to express a sum of two whole numbers with a common factor as a multiple of a sum of two whole numbers with no common factor. I can analyze points on a number line and create a real-world situation that it could represent. I can recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. I can fluently add and subtract multi-digit decimals using the standard algorithm when presented in a horizontal alignment. I can model the distributive property to solve multiplication Given a real-world situation, I can explain the meaning of 0. I understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane. I can fluently add and subtract multi-digit decimals using the standard algorithm when presented in a vertical alignment. I can find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. I understand that positive and negative numbers are used together to describe quantities having opposite directions or values, use positive and negative numbers to represent quantities in real-world contexts. I understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. Not Yet I ineffectively add and subtract multi-digit decimals using the standard algorithm when presented in a vertical alignment with or without I inaccurately find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. I partially understand that positive and negative numbers are used together to describe quantities having opposite directions or values, use positive and negative numbers to represent quantities in realworld contexts. I partially understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates with

4 Competency 2: Number System, cont. Performance Indicator(s) Advanced C2PI3c. I can plot rational numbers on a number line within and across formats. C2PI3d. I can distinguish comparisons of absolute value using numerical value and magnitude. I can plot rational numbers on a number line to demonstrate understanding of relative value. I can interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. I understand an integer as a point on the number line. I understand the absolute value of a rational number as its distance from 0 on the number line. Not Yet I partially understand an integer as a point on the number line. I partially understand the absolute value of a rational number as its distance from 0 on the number line.

5 Competency 3: Expressions and Equations - Students will demonstrate the ability to write, analyze, and apply expressions, equations, and inequalities. Performance Indicator(s) C3PI1a. Students will apply and extend previous understandings of arithmetic to algebraic expressions. C3PI1b. C3PI1c. C3PI1d. C3PI1e. Advanced I can write and evaluate numerical expressions involving positive and negative exponents and following the order of operations. I can formulate a mathematical expression using numbers, symbols and variables given a word problem. I can combine 3 or more like terms with two or more variables with addition and subtraction. that arise from formulas used in real-world I can use the distributive property to simplify expressions and combine like terms to solve an equation or inequality. I can write and evaluate numerical expressions involving whole-number exponents and following the order of operations. I can translate written statements into mathematical expressions using numbers, symbols and variables and vice versa. I can combine 3 or more like terms with one variable with addition and subtraction. with parentheses when given the value of the variable(s).(involves more than one step to solve) I can apply the distributive property and factoring to generate equivalent expressions that include variables. using the order of operations when there are no parentheses to specify a particular order. I can translate written statements into mathematical expressions using numbers, symbols and variables. I can combine two like terms with either addition or subtraction. (3X + 2X = 5X) without parentheses when given the value of the variable(s). I can apply the distributive property and factoring to generate equivalent expressions. Not Yet using the order of operations when there are no parentheses to specify a particular order with I inaccurately translate written statements into mathematical expressions using numbers, symbols and variables. I incorrectly combine two like terms with either addition or subtraction. without parentheses when given the value of the variable(s) with I inaccurately apply the distributive property and factoring to generate equivalent expressions.

6 Competency 3: Expressions and Equations, cont. Performance Indicator(s) Advanced C3PI2a. Students will I can identify the correct reason about and solve equation or inequality to a one-variable equations and given problem or a real inequalities. world situation C3PI2b. C3PI2c. C3PI2d. C3PI3. Students will represent and analyze quantitative relationships between dependent and independent variables. When given an expression or a solution set, I can design a situation in which it could be used. I can solve linear using a variety of methods (both formal and informal) with rational numbers or variables on both sides of the equation or inequality. I can write an inequality of the form x>c or x<c to represent a constraint or condition in a real world or mathematical problem. I can formulate an equation from tables and graphs, including real-world situations. I can determine how to make a false equation or inequality true either by inserting parentheses, changing the relation symbol or changing the operation symbol(s). I can use variables to represent numbers and write expressions when solving a real-world or mathematical problem. I can solve linear using a variety of methods (both formal and informal) with integers. I can graph an inequality and define the solution set in words. I can determine dependent and independent variables. I can evaluate both sides of an equation or inequality to determine if it is true or false. I understand that a variable can represent an unknown number or any number in a specified set. I can solve linear using a variety of methods (both formal and informal) with counting numbers. I can graph an inequality and list possible solutions. I can create a table of solutions, and graph those solutions, when given an equation. Not Yet I inaccurately evaluate both sides of an equation or inequality to determine if it is true or false with I partially understand that a variable can represent an unknown number or any number in a specified set. I can solve linear using a variety of methods (both formal and informal) with counting numbers with I inaccurately graph an inequality and/or incompletely list possible solutions. I can create a table of solutions with errors, and/or inaccurately graph those solutions, when given an equation.

7 Competency 4: Geometry - Students will demonstrate the ability to solve real-world involving area, surface area, and volume. Performance Indicator(s) C4PI1a. Students will solve real-world and involving area, surface area, and volume. C4PI1b. C4PI1c. C4PI1d. Advanced I can apply techniques in the contexts of solving real-world area I can use conventional volume formulas to find the volume of right rectangular prisms, in the context of solving realworld and mathematical I can apply these techniques in the context of solving real-world and mathematical I can apply these techniques in the context of solving real-world and mathematical I can find the area of special quadrilaterals and polygons by composing into rectangles or decomposing into triangles and other shapes. I can use conventional volume formulas to find the volume of right rectangular prisms. I can draw polygons on a coordinate grid when given shape properties and/or some of the coordinates. Using the nets to find the surface area of these figures. I can find the area of triangles and regular quadrilaterals given the formula. I can find the volume of a right rectangular prism, by packing it with unit cubes. I can plot and name ordered pairs in all quadrants of a coordinate plane. I can represent threedimensional figures using nets made up of rectangles and triangles. Not Yet I can find the area of triangles and regular quadrilaterals given the formula with I incorrectly find the volume of a right rectangular prism, by packing it with unit cubes. I incorrectly plot and name ordered pairs in all quadrants of a coordinate plane. I incorrectly represent three-dimensional figures using nets made up of rectangles and triangles.

8 Competency 5: Statistics and Probability - Students will demonstrate the ability to summarize and describe distributions using and understanding measures of central tendency and variability. Performance Indicator(s) C5PI1. Students will develop understanding of statistical variability. C5PI2a. Students will summarize and describe distributions. C5PI2b. Advanced (In addition to ) I can explain how a statistical question can be biased or unbiased including taking into consideration sample size and population. I can create, analyze and make predictions of data presented by graphs. I can choose a measure of central tendency or variability to best summarize a data set and defend my choice. I can write a statistical question or I can describe a situation about the data shown in graphs or data sets. I can interpret data presented by graphs. I can identify how variability can impact the interpretation of measures of center, by identifying clusters, peaks, gaps, and symmetry. I can recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. I can display numerical data in plots on a variety of graphs. I can calculate measures of central tendency and variability (median, mean, mode, range, upper quartile, lower quartile, inter-quartile range). Not Yet I inconsistently recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. I can display numerical data in plots on a variety of graphs with support. I can calculate measures of central tendency and variability (median, mean, mode, range, upper quartile, lower quartile, inter-quartile range) with Competency 6: Fact Fluency - Students will demonstrate the ability to quickly and accurately verbalize and compute fact fluency. Performance Indicator(s) Not Yet Students will be able to demonstrate the ability to accurately and efficiently perform basic mathematical skills. I can demonstrate fluency with addition, subtraction, multiplication, and division facts both mentally and with paper and pencil. I inconsistently demonstrate fluency with addition, subtraction, multiplication, or division facts both mentally and with paper and pencil.

6th Grade Report Card Mathematics Skills: Students Will Know/ Students Will Be Able To...

6th Grade Report Card Mathematics Skills: Students Will Know/ Students Will Be Able To... Report Card Skill: Use ratio reasoning to solve problems a ratio compares two related quantities ratios can be