Definitions of terms necessary for instruction:
Explain: Explain verbally or by showing understanding with manipulatives or with drawings.
Attribute: Characteristic, feature, element, or part of an area of math.
Interpret: Explain verbally or in writing.
Justify: Show process and/or prove correctness.
Understand: Justify in a way appropriate to a student’s mathematical maturity why a math statement is true or where it comes from

Sixth Grade District 15 Standards 2012/2013 

6.G.1 
I can find the area of triangles and quadrilaterals, and use those strategies to find the area of any polygon. 

6.G.2 
I can find the volume of a right rectangular prism with fractional edge lengths. 

6.NS.2 
I can fluently divide multidigit numbers. 

6.NS.3 
I can fluently solve multidigit decimal problems using all four basic operations. 

6.G.4 
I can represent a 3D figure using a net and find the surface area. 



6.RP.1 
I can describe and explain a ratio between two quantities. 

6.RP.2 
I can determine and explain a unit rate in a given ratio. 

6.RP.3 
I can use ratio and rate reasoning to solve real world and mathematical problems. 

6.NS.1 
I can divide fractions with like and unlike denominators. 

6.NS.4a 
I can determine the GCF of two whole numbers from 1 to 100. 

6.NS.4b 
I can determine the LCM of two whole numbers from 1 to 12. 

6.NS.4c 
I can use the Distributive Property to express the sum of two whole numbers from 1 to 100. 



6.NS.5 
I can identify positive and negative value of quantities when given a realworld situation. 

6.NS.6 
I can locate positive and negative rational numbers on a number line and use it to create a coordinate graph. 

6.NS.7 
I can order and compare rational numbers and their absolute values when given a realworld situation. 

6.NS.8 
I can apply realworld context to graph points in all four quadrants of the coordinate graph. 

6.EE.1 
I can write and solve problems using order of operations. 

6.EE.2 
I can translate and evaluate a relationship given in words into an algebraic expression. 

6.EE.3 
I can apply the properties of operations to create equivalent expressions. 

6.EE.4 
I can identify and prove when two expressions are equivalent. 

6.G.3 
I can draw and find the side lengths of polygons in the coordinate graph when given coordinates for the vertices. 



6.EE.5 
I can explain that solving an equation or inequality leads to finding the value(s) of the variable that will make a true mathematical statement by using substitution. 

6.EE.6 
I can use a variable to represent a mathematical or realworld situation. 

6.EE.7 
I can use inverse operations to solve onestep mathematical or realworld problems. 

6.EE.8 
I can write an inequality, explain the solution set, and graph on a number line. 

6.EE.9 
I can create a table of two variables that represent the realworld situation in which one quantity will change in relation to the other. 



6.SP.1 
I can recognize and write statistical questions that will include variability. 

6.SP.2 
I can describe a set of data by its center, spread, and overall shape. 

6.SP.3

I can represent and explain the difference between measures of center and measures of variability. 

6.SP.4 
I can display data using a number line, dot plot, histogram, and box plots. 

6.SP.5 
I can summarize numerical data sets in relation to their context. 

Major clusters require greater emphasis based on depth of ideas, time they take to master, and/or importance to future mathematics.
Support clusters.
Additional clusters.