6th Grade Mathematics

Grade 6 mathematics focuses on four critical areas:
  • The connection whole number multiplication and division from prior elementary mathematics to new concepts in ratio and rates. 
  • Completing the understanding of division of fractions and extending this to the entire rational number system (including negative numbers).
  • Writing, interpreting, and using algebraic expressions and equations. 
  • Developing an understanding of statistical thinking. 

Intermediate Schools (Eblen, Enka, Koontz and North Windy Ridge) and AC Reynolds MS 
Parent Curriculum Materials

​All of our intermediate schools and AC Reynolds high school have transitioned to a new mathematics curriculum. This curriculum is being developed and written by Illustrative Mathematics and allows us to capitalize on the one-to-one devices with a delivery through OneNote and the internet. In the coming months, ask your 6th grade student to show you their OneNote notebook on their ThinkPad. (Note: Some schools will continue to use the paper workbook through this year, it is the same materials. ) 
​An exciting feature of these new materials are the family support materials. These materials are being written by the same writers as the teacher and student materials and provide the family a brief update of what and how your student is learning in mathematics classroom. 
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Currently all 6th grade students at Eblen Intermediate, Enka Intermediate, Koontz Intermediate, North Windy Ridge, and AC Reynolds Middle School are working on Geometry Standards in Unit One.  By clicking on the geometry link can read the standards AND view some sample problems along with answers to work on with your student. But, read the family support materials first!

Up next in October - Ratios and the Unit Rate. 

Cane Creek and Owen Middle School Curriculum Resources:

First Quarter

​During the first 9-weeks... 
Students extend their previous understandings of number and operations to the full system of rational numbers (mostly in fraction form).  They will expand and connect their understanding of multiplication, division, factors and multiples to:
  • compute fluently with multi-digit numbers
  • interpret and compute quotients of fractions
  • use distributive property to express sums such as 36 + 8 as 4(9 + 2)
  • use operations to solve problems
  •  solve ratio and rate problems about quantities by viewing equivalent ratios and rates as deriving from, and extending pairs of rows (or columns) in the multiplication table, and by analyzing simple drawings that indicate the relative size of quantities
  •  connect ratios and fractions
In addition, they will apply and extend their previous understandings of arithmetic to algebraic expressions as they work with fractions, ratios, rates and solving real-world problems.
Standards addressed:
Number System:1,2,4
Ratio and Proportions:1,2,3a,b,d
Expressions and Equations:1,2b,2c,3,4,6,7

Second Quarter

During the second 9-weeks...
Students continue to extend their previous understandings of number and the ordering of numbers to include negative rational numbers and in particular negative integers. However, they will not perform operations with integers, but will reason about order and absolute value of rational numbers and the location of points in all four quadrants of the coordinate plane.
They will also build on their work with area in elementary school by reasoning about relationships among shapes to:
  • determine area, surface area, and volume.
  • find areas of right triangles, other triangles, and special quadrilaterals by decomposing these shapes, rearranging or removing pieces, and relating the shapes to rectangles.
  • discuss, develop, and justify formulas for areas of triangles and parallelograms.
  • reason about right rectangular prisms with fractional side lengths to extend formulas for the volume of a right rectangular prism to fractional side lengths.
Standards addressed:
Number System: 5,6,7,8
Geometry: 1,2,3,4

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Third Quarter

​During the third nine weeks...
Students extend and connect their understandings of operations with whole numbers and fractions to decimals.  It is important for students to understand why the decimal is postitioned in their answers where it is. During this time, students understand the use of variables in mathematical expressions. They
  • write expressions and equations that correspond to given situations
  • evaluate expressions, and use expressions and formulas to solve problems.
  • understand that expressions in different forms can be equivalent
  • use the properties of operations to rewrite expressions in equivalent forms
  • know that the solutions of an equation are the values of the variables that make the equation true
  • use properties of operations and the idea of maintaining the equality of both sides of an equation to solve simple one-step equations.
  • solve simple one-step equations
  • construct and analyze tables and they use equations (such as 3x =y) to describe relationships between quantities. 
  • Solve problems involving finding the whole, given a part and the percent
Standards addressed:
Number system: 3
Ratio and Proportions: 3c
Expressions and Equations: 2a,2c,3,4,5,7,8,9

Fourth Quarter

During the fourth nine weeks...
Students build on and reinforce their understanding of number, as they begin to develop their ability to think statistically. They also build on the knowledge and experiences in data analysis developed in earlier grades as they
  • develop a deeper understanding of variability and more precise descriptions of data distributions, using numerical measures of center and spread, and terms such as cluster, peak, gap, symmetry, skew, and outlier.
  • use histograms and box plots to represent and analyze data distributions. As in earlier grades, students  
  • formulate questions that can be answered with data
  • design and use a plan to collect relevant data
  • analyze the data with appropriate methods
  • interpret results and draw valid conclusions from the data that relate to the questions posed.
  • make sense of practical problems by turning them into statistical investigations; moving from context to abstraction and back to context; repeating the process of statistical reasoning in a variety of contexts.
Standards addressed:
Statistics: 1,2,3,4,5
The Big Ideas:  Click in order to get additional information and support