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6th Grade Topic Alignment
Standards / Topics
Code
Indicators
Number & Number Sense & Operations
Greatest common factor
Least common multiple
Prime numbers and prime factorization
6N2
6N2b
6N2c
6N2
6N2a
6N2c
6N2
Squared and cubed numbers
6N1
Exponents
6N1
6N6
Order of operations
6N6
6N11
Estimating Sums and Differences
6N13
Find and use the prime factorization of composite numbers. For example:
Use the prime factorization to recognize the least common multiple (LCM).
Apply the prime factorization to solve problems and explain solutions.
Find and use the prime factorization of composite numbers. For example:
Use the prime factorization to recognize the greatest common factor (GCF).
Apply the prime factorization to solve problems and explain solutions.
Find and use the prime factorization of composite numbers. For example:
Decompose and recompose whole numbers using factors and exponents (e.g., 32 = 2 x 2 x
2 x 2 x 2 = 25 ), and explain why “squared” means “second power” and “cubed” means “third
power ”
Decompose and recompose whole numbers using factors and exponents (e.g., 32 = 2 x 2 x
2 x 2 x 2 = 25 ), and explain why “squared” means “second power” and “cubed” means “third
power ”
Use the order of operations, including the use of exponents, decimals and rational
numbers, to simplify numerical expressions.
Use the order of operations, including the use of exponents, decimals and rational
numbers, to simplify numerical expressions.
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Decimals
Comparing and ordering decimals
Review
Estimating with decimals
Adding and subtracting decimals
6N13
6N11
6N12
6N13
Multiplying & dividing decimals
6N8
6N11
6N12
6N13
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Develop and analyze algorithms for computing with fractions and decimals, and
demonstrate fluency in their use.
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Represent multiplication and division situations involving fractions and decimals with
models and visual representations; e.g., show with pattern blocks what it means to take 2
2/3 ÷ 1/6.
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Develop and analyze algorithms for computing with fractions and decimals, and
demonstrate fluency in their use.
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Fractions
Equivalent fractions
Adapted from Prentice Hall Courses
Review
Trumbull County Educational Service Center
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6th Grade Topic Alignment
Standards / Topics
Code
Mixed numbers and improper fractions
Comparing and ordering fractions
Review
Review
Fractions with like & unlike denominators
6N11
6N12
Adding & subtracting mixed numbers
6N11
6N12
6N13
Percents, Fractions and decimals
Multiplying & dividing fractions and/or mixed numbers
6N5
6N8
6N10
6N11
6N12
The customary system
Changing units in the customary system
6N13
Review
Review
Indicators
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Develop and analyze algorithms for computing with fractions and decimals, and
demonstrate fluency in their use.
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Develop and analyze algorithms for computing with fractions and decimals, and
demonstrate fluency in their use.
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Use models and pictures to relate concepts of ratio, proportion and percent, including
percents less than 1 and greater than 100.
Represent multiplication and division situations involving fractions and decimals with
models and visual representations; e.g., show with pattern blocks what it means to take 2
2/3 ÷ 1/6.
Recognize that a quotient may be larger than the dividend when the divisor is a fraction;
e.g., 6 ÷ 1/2 = 12.
Perform fraction and decimal computations and justify their solutions; e.g., using
manipulatives, diagrams, mathematical reasoning.
Develop and analyze algorithms for computing with fractions and decimals, and
demonstrate fluency in their use.
Estimate reasonable solutions to problem situations involving fractions and decimals; e.g.,
7/8 + 12/13 is about equal to 2 and 4.23 x 5.8 is about equal to 25.
Ratios, Proportions, and Percents
Ratios
6N9
6N3
Unit rates
6N5
6N6
6N14
Understanding proportions
6N14
Using cross products
6N14
Scale drawings
6N14
Percents, fractions, and decimals
Finding a percent of a number
6N5
6N4
Adapted from Prentice Hall Courses
Give examples of how ratios are used to represent comparisons; e.g., part-to-part, part-towhole, whole-to-part.
Explain why a number is referred to as being “rational,” and recognize that the expression
a/b can mean ‘a’ parts of size 1/b each, a divided by b, or the ratio of a to b.
Use models and pictures to relate concepts of ratio, proportion and percent, including
percents less than 1 and greater than 100.
Use the order of operations, including the use of exponents, decimals and rational
numbers, to simplify numerical expressions.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Use models and pictures to relate concepts of ratio, proportion and percent, including
percents less than 1 and greater than 100.
Describe what it means to find a specific percent of a number, using real-life examples.
Trumbull County Educational Service Center
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6th Grade Topic Alignment
Standards / Topics
Code
6N5
6N14
Estimating with percents
6N15
6N4
6N14
6N15
Indicators
Use models and pictures to relate concepts of ratio, proportion and percent, including
percents less than 1 and greater than 100.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Determine the percent of a number and solve related problems; e.g., find the percent
markdown if the original price was $140, and the sale price is $100.
Describe what it means to find a specific percent of a number, using real-life examples.
Use proportional reasoning, ratios and percents to represent problem situations and
determine the reasonableness of solutions.
Determine the percent of a number and solve related problems; e.g., find the percent
markdown if the original price was $140, and the sale price is $100.
Integers
Using a number line
6N7
Adding and subtracting integers
6N7
Multiplying and Dividing integers
Graphing in the Coordinate Plane
6N7
Enrichment
Use simple expressions involving integers to represent and solve problems; e.g., if a
running back loses 15 yards on the first carry but gains 8 yards on the second carry, what is
the net gain/loss?
Use simple expressions involving integers to represent and solve problems; e.g., if a
running back loses 15 yards on the first carry but gains 8 yards on the second carry, what is
the net gain/loss?
Use simple expressions involving integers to represent and solve problems; e.g., if a
running back loses 15 yards on the first carry but gains 8 yards on the second carry, what is
the net gain/loss?
Measurement
Metric System
Perimeter and Area of quadrilaterals
Review
6M3
6M3a
6M4
6M5
Perimeter and Area of triangles
6M3
6M3b
6M6
Circumference of a Circle
6M2
6M3
6M3b
Adapted from Prentice Hall Courses
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
estimating lengths using string or links, areas using tiles or grid, and volumes using cubes;
Determine which measure (perimeter, area, surface area, volume) matches the context for
a problem situation; e.g., perimeter is the context for fencing a garden, surface area is the
context for painting a room.
Understand the difference between perimeter and area, and demonstrate that two shapes
may have the same perimeter, but different areas or may have the same area, but different
perimeters.
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
measuring attributes (diameter, side lengths, or heights) and using established formulas for
circles, triangles, rectangles, parallelograms and rectangular prisms.
Describe what happens to the perimeter and area of a two-dimensional shape when the
measurements of the shape are changed; e.g. length of sides are doubled.
Use strategies to develop formulas for finding circumference and area of circles, and to
determine the area of sectors; e.g., 1/2 circle, 2/3 circle, 1/3 circle, 1/4 circle.
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
measuring attributes (diameter, side lengths, or heights) and using established formulas for
circles, triangles, rectangles, parallelograms and rectangular prisms.
Trumbull County Educational Service Center
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6th Grade Topic Alignment
Standards / Topics
Code
Indicators
Surface Area of Prisms and Pyramids
6M4
6M1
Use strategies to develop formulas for finding circumference and area of circles, and to
determine the area of sectors; e.g., 1/2 circle, 2/3 circle, 1/3 circle, 1/4 circle.
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
measuring attributes (diameter, side lengths, or heights) and using established formulas for
circles, triangles, rectangles, parallelograms and rectangular prisms.
Determine which measure (perimeter, area, surface area, volume) matches the context for
a problem situation; e.g., perimeter is the context for fencing a garden, surface area is the
context for painting a room.
Understand and describe the difference between surface area and volume.
Surface area of Cylinders
6M3
6M1
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
Understand and describe the difference between surface area and volume.
Volume of Rectangular Prisms
6M3
6M1
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
Understand and describe the difference between surface area and volume.
Area of a Circle
6M2
6M3
6M3 b
6M3
Volume of Cylinders
6M3a
6M1
6M3
6M3b
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
estimating lengths using string or links, areas using tiles or grid, and volumes using cubes;
Understand and describe the difference between surface area and volume.
Estimate perimeter or circumference and area for circles, triangles and quadrilaterals, and
surface area and volume for prisms and cylinders by:
measuring attributes (diameter, side lengths, or heights) and using established formulas for
circles, triangles, rectangles, parallelograms and rectangular prisms.
Geometry and Spatial Sense
Points, Lines, Segments, and Rays
6G2
6G4
Angles
6G2
Triangles
6G1
6G2
6G3
Polygons
6G1
6G2
Congruent and Similar Figures
Adapted from Prentice Hall Courses
6G6
Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal,
isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.
Identify and define relationships between planes; i.e., parallel, perpendicular and
intersecting.
Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal,
isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.
Classify and describe two-dimensional and three-dimensional geometric figures and objects
by using their properties; e.g., interior angle measures, perpendicular/parallel sides,
congruent angles/sides.
Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal,
isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.
Use multiple classification criteria to classify triangles; e.g., right scalene triangle.
Classify and describe two-dimensional and three-dimensional geometric figures and objects
by using their properties; e.g., interior angle measures, perpendicular/parallel sides,
congruent angles/sides.
Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal,
isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.
Draw similar figures that model proportional relationships; e.g., model similar figures with a
1 to 2 relationship by sketching two of the same figure, one with corresponding sides twice
the length of the other.
Trumbull County Educational Service Center
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6th Grade Topic Alignment
Standards / Topics
Code
Symmetry
6G6
Transformation
6G5
Scale drawings
6G6
3 dimensional figures and spatial relations
6G1
6G2
6G7
Indicators
Draw similar figures that model proportional relationships; e.g., model similar figures with a
1 to 2 relationship by sketching two of the same figure, one with corresponding sides twice
the length of the other.
Predict and describe sizes, positions and orientations of two-dimensional shapes after
transformations such as reflections, rotations, translations and dilations.
Draw similar figures that model proportional relationships; e.g., model similar figures with a
1 to 2 relationship by sketching two of the same figure, one with corresponding sides twice
the length of the other.
Classify and describe two-dimensional and three-dimensional geometric figures and
objects by using their properties; e.g., interior angle measures, perpendicular/parallel sides,
congruent angles/sides.
Use standard language to define geometric vocabulary: vertex, face, altitude, diagonal,
isosceles, equilateral, acute, obtuse and other vocabulary as appropriate.
Build three-dimensional objects with cubes, and sketch the two-dimensional
representations of each side; i.e., projection sets.
Patterns, Functions & Algebra
Graphing functions
6P1
6P2
6P4
6P5
6P7
Describing a pattern
6P1
6P2
Variables and expressions
6P6
Writing algebraic expressions
6P2
Make a table and look for a pattern
6P1
Using number sense to solve one-step equations
6P3
The distributive property
6P3
Using Spreadsheets to Organize Data
Graphing in the Coordinate Plane
6P8
6P5
Graphing functions
6P1
6P2
Adapted from Prentice Hall Courses
Represent and analyze patterns, rules and functions, using physical materials, tables and
graphs.
Use words and symbols to describe numerical and geometric patterns, rules and functions.
Solve simple linear equations and inequalities using physical models, paper and pencil,
tables and graphs.
Produce and interpret graphs that represent the relationship between two variables.
Identify and describe situations with constant or varying rates of change, and compare
them.
Represent and analyze patterns, rules and functions, using physical materials, tables and
graphs.
Use words and symbols to describe numerical and geometric patterns, rules and functions.
Evaluate simple expressions by replacing variables with given values, and use formulas in
problem-solving situations.
Use words and symbols to describe numerical and geometric patterns, rules and functions.
Represent and analyze patterns, rules and functions, using physical materials, tables and
graphs.
Recognize and generate equivalent forms of algebraic expressions, and explain how the
commutative, associative and distributive properties can be used to generate equivalent
forms; e.g., perimeter as 2(l + w) or 2l + 2w.
Recognize and generate equivalent forms of algebraic expressions, and explain how the
commutative, associative and distributive properties can be used to generate equivalent
forms; e.g., perimeter as 2(l + w) or 2l + 2w.
Use technology to analyze change; e.g., use computer applications or graphing calculators
to display and interpret rate of change.
Produce and interpret graphs that represent the relationship between two variables.
Represent and analyze patterns, rules and functions, using physical materials, tables and
graphs.
Use words and symbols to describe numerical and geometric patterns, rules and functions.
Trumbull County Educational Service Center
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6th Grade Topic Alignment
Standards / Topics
Code
Indicators
6P4
6P5
Solve simple linear equations and inequalities using physical models, paper and pencil,
tables and graphs.
Produce and interpret graphs that represent the relationship between two variables.
6P7
Identify and describe situations with constant or varying rates of change, and compare
them.
Data Analysis and Probability
Mean, Median, and Mode
6D4
Organizing and Displaying Data
6D2
6D4
Bar Graphs, Line Graphs, Circle Graphs
6D5
6D1
Understand the different information provided by measures of center (mean, mode and
median) and measures of spread (range).
Select, create and use graphical representations that are appropriate for the type of data
collected.
Understand the different information provided by measures of center (mean, mode and
median) and measures of spread (range).
Describe the frequency distribution of a set of data, as shown in a histogram or frequency
table, by general appearance or shape; e.g., number of modes, middle of data, level of
symmetry, outliers.
Read, construct and interpret line graphs, circle graphs and histograms.
6D5
6D6
Select, create and use graphical representations that are appropriate for the type of data
collected.
Compare representations of the same data in different types of graphs, such as a bar
graph and circle graph.
Describe the frequency distribution of a set of data, as shown in a histogram or frequency
table, by general appearance or shape; e.g., number of modes, middle of data, level of
symmetry, outliers.
Make logical inferences from statistical data.
Stem-and Leaf Plots
6D2
6D6
Select, create and use graphical representations that are appropriate for the type of data
collected.
Make logical inferences from statistical data.
Misleading Graphs and Statistics
6D3
Design and simulate an experiment
6D4
6D6
6D7
6D2
6D3
Adapted from Prentice Hall Courses
Compare representations of the same data in different types of graphs, such as a bar
graph and circle graph.
Understand the different information provided by measures of center (mean, mode and
median) and measures of spread (range).
Make logical inferences from statistical data.
Design an experiment to test a theoretical probability and explain how the results may vary.
Trumbull County Educational Service Center
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