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LanguageConventions of Standard ateReassessedNotesELA-Literacy.L.6.1Demonstrate command of theconventions of standard Englishgrammar and usage when writing orspeaking.ELA-Literacy.L.6.1aEnsure that pronouns are in theproper case (subjective, objective,possessive).ELA-Literacy.L.6.1bUse intensive pronouns (e.g., myself,ourselves).ELA-Literacy.L.6.1cRecognize and correct inappropriateshifts in pronoun number and person.ELA-Literacy.L.6.1dRecognize and correct vaguepronouns (i.e., ones with unclear orambiguous antecedents).ELA-Literacy.L.6.1eRecognize variations from standardEnglish in their own and others’writing and speaking, and identifyand use strategies to improveexpression in conventional language.CCSS Checklist—Grade 6 Language1Teacher Created Resources

Conventions of Standard L.6.2Demonstrate command of theconventions of standard Englishcapitalization, punctuation, andspelling when writing.ELA-Literacy.L.6.2aUse punctuation (commas,parentheses, dashes) to set offnonrestrictive/parenthetical elements.ELA-Literacy.L.6.2bSpell correctly.Knowledge of ELA-Literacy.L.6.3Use knowledge of language and itsconventions when writing, speaking,reading, or listening.ELA-Literacy.L.6.3aVary sentence patterns for meaning,reader/listener interest, and style.ELA-Literacy.L.6.3bMaintain consistency in style andtone.CCSS Checklist—Grade 6 Language2Teacher Created Resources

Vocabulary Acquisition and eassessedNotesELA-Literacy.L.6.4Determine or clarify the meaning ofunknown and multiple-meaningwords and phrases based on grade 6reading and content, choosingflexibly from a range of strategies.ELA-Literacy.L.6.4aUse context (e.g., the overall meaningof a sentence or paragraph; a word’sposition or function in a sentence) asa clue to the meaning of a word orphrase.ELA-Literacy.L.6.4bUse common, grade-appropriateGreek or Latin affixes and roots asclues to the meaning of a word (e.g.,audience, auditory, audible).ELA-Literacy.L.6.4cConsult reference materials (e.g.,dictionaries, glossaries, thesauruses),both print and digital, to find thepronunciation of a word or determineor clarify its precise meaning or itspart of speech.ELA-Literacy.L.6.4dVerify the preliminary determinationof the meaning of a word or phrase(e.g., by checking the inferredmeaning in context or in adictionary).CCSS Checklist—Grade 6 Language3Teacher Created Resources

Vocabulary Acquisition and eassessedNotesELA-Literacy.L.6.5Demonstrate understanding offigurative language, wordrelationships, and nuances in wordmeanings.ELA-Literacy.L.6.5aInterpret figures of speech (e.g.,personification) in context.ELA-Literacy.L.6.5bUse the relationship betweenparticular words (e.g., cause/effect,part/whole, item/category) to betterunderstand each of the words.ELA-Literacy.L.6.5cDistinguish among the connotations(associations) of words with similardenotations (definitions) (e.g., stingy,scrimping, economical, unwasteful,thrifty).ELA-Literacy.L.6.6Acquire and use accurately gradeappropriate general academic anddomain-specific words and phrases;gather vocabulary knowledge whenconsidering a word or phraseimportant to comprehension orexpression.CCSS Checklist—Grade 6 Language4Teacher Created Resources

Ratios & Proportional RelationshipsUnderstand ratio concepts and use ratio reasoning to solve d the concept of a ratioand use ratio language to describe aratio relationship between twoquantities. For example, “The ratio ofwings to beaks in the bird house atthe zoo was 2:1, because for every 2wings there was 1 beak.” “For everyvote candidate A received, candidateC received nearly three votes.”Math.Content.6.RP.A.2Understand the concept of a unit ratea/b associated with a ratio a:b withb 0, and use rate language in thecontext of a ratio relationship. Forexample, “This recipe has a ratio of 3cups of flour to 4 cups of sugar, sothere is 3/4 cup of flour for each cupof sugar.” “We paid 75 for 15hamburgers, which is a rate of 5 perhamburger.”Math.Content.6.RP.A.3Use ratio and rate reasoning to solvereal-world and mathematicalproblems, e.g., by reasoning abouttables of equivalent ratios, tapediagrams, double number linediagrams, or equations.CCSS Checklist—Grade 6 Math1Teacher Created Resources

Understand ratio concepts and use ratio reasoning to solve dDateReassessedNotesMath.Content.6.RP.A.3aMake tables of equivalent ratiosrelating quantities with whole-numbermeasurements, find missing values inthe tables, and plot the pairs ofvalues on the coordinate plane. Usetables to compare ratios.Math.Content.6.RP.A.3bSolve unit rate problems includingthose involving unit pricing andconstant speed. For example, if ittook 7 hours to mow 4 lawns, thenat that rate, how many lawns couldbe mowed in 35 hours? At what ratewere lawns being mowed?Math.Content.6.RP.A.3cFind a percent of a quantity as a rateper 100 (e.g., 30% of a quantitymeans 30/100 times the quantity);solve problems involving finding thewhole, given a part and the percent.Math.Content.6.RP.A.3dUse ratio reasoning to convertmeasurement units; manipulate andtransform units appropriately whenmultiplying or dividing quantities.CCSS Checklist—Grade 6 Math2Teacher Created Resources

The Number SystemApply and extend previous understandings of multiplication and division to divide fractions by t and compute quotients offractions, and solve word problemsinvolving division of fractions byfractions, e.g., by using visualfraction models and equations torepresent the problem. For example,create a story context for (2/3) (3/4) and use a visual fraction modelto show the quotient; use therelationship between multiplicationand division to explain that (2/3) (3/4) 8/9 because 3/4 of 8/9 is 2/3.(In general, (a/b) (c/d) ad/bc.)How much chocolate will each personget if 3 people share 1/2 lb ofchocolate equally? How many 3/4-cupservings are in 2/3 of a cup ofyogurt? How wide is a rectangularstrip of land with length 3/4 mi andarea 1/2 square mi?.CCSS Checklist—Grade 6 Math3Teacher Created Resources

Compute fluently with multi-digit numbers and find common factors and edDateReassessedNotesMath.Content.6.NS.B.2Fluently divide multi-digit numbersusing the standard algorithm.Math.Content.6.NS.B.3Fluently add, subtract, multiply, anddivide multi-digit decimals using thestandard algorithm for eachoperation.Math.Content.6.NS.B.4Find the greatest common factor oftwo whole numbers less than orequal to 100 and the least commonmultiple of two whole numbers lessthan or equal to 12. Use thedistributive property to express a sumof two whole numbers 1–100 with acommon factor as a multiple of asum of two whole numbers with nocommon factor. For example, express36 8 as 4 (9 2).CCSS Checklist—Grade 6 Math4Teacher Created Resources

Apply and extend previous understandings of numbers to the system of rational DateReassessedNotesMath.Content.6.NS.C.5Understand that positive andnegative numbers are used togetherto describe quantities having oppositedirections or values (e.g.,temperature above/below zero,elevation above/below sea level,credits/debits, positive/negativeelectric charge); use positive andnegative numbers to representquantities in real-world contexts,explaining the meaning of 0 in eachsituation.Math.Content.6.NS.C.6Understand a rational number as apoint on the number line. Extendnumber line diagrams and coordinateaxes familiar from previous grades torepresent points on the line and inthe plane with negative numbercoordinates.Math.Content.6.NS.C.6aRecognize opposite signs of numbersas indicating locations on oppositesides of 0 on the number line;recognize that the opposite of theopposite of a number is the numberitself, e.g., –(–3) 3, and that 0 is itsown opposite.CCSS Checklist—Grade 6 Math5Teacher Created Resources

Apply and extend previous understandings of numbers to the system of rational d signs of numbers inordered pairs as indicating locationsin quadrants of the coordinate plane;recognize that when two orderedpairs differ only by signs, thelocations of the points are related byreflections across one or both axes.Math.Content.6.NS.C.6cFind and position integers and otherrational numbers on a horizontal orvertical number line diagram; findand position pairs of integers andother rational numbers on acoordinate plane.Math.Content.6.NS.C.7Understand ordering and absolutevalue of rational numbers.Math.Content.6.NS.C.7aInterpret statements of inequality asstatements about the relative positionof two numbers on a number linediagram. For example, interpret –3 –7 as a statement that –3 is locatedto the right of –7 on a number lineoriented from left to right.CCSS Checklist—Grade 6 Math6Teacher Created Resources

Apply and extend previous understandings of numbers to the system of rational DateReassessedNotesMath.Content.6.NS.C.7bWrite, interpret, and explainstatements of order for rationalnumbers in real-world contexts. Forexample, write –3 C –7 C to expressthe fact that –3 C is warmer than–7 C.Math.Content.6.NS.C.7cUnderstand the absolute value of arational number as its distance from0 on the number line; interpretabsolute value as magnitude for apositive or negative quantity in areal-world situation. For example, foran account balance of –30 dollars,write –30 30 to describe the sizeof the debt in dollars.Math.Content.6.NS.C.7dDistinguish comparisons of absolutevalue from statements about order.For example, recognize that anaccount balance less than –30 dollarsrepresents a debt greater than 30dollars.CCSS Checklist—Grade 6 Math7Teacher Created Resources

Apply and extend previous understandings of numbers to the system of rational DateReassessedNotesMath.Content.6.NS.C.8Solve real-world and mathematicalproblems by graphing points in allfour quadrants of the coordinateplane. Include use of coordinates andabsolute value to find distancesbetween points with the same firstcoordinate or the same secondcoordinate.CCSS Checklist—Grade 6 Math8Teacher Created Resources

Expressions & EquationsApply and extend previous understandings of arithmetic to algebraic ssedDateReassessedNotesMath.Content.6.EE.A.1Write and evaluate numericalexpressions involving whole-numberexponents.Math.Content.6.EE.A.2Write, read, and evaluate expressionsin which letters stand for numbers.Math.Content.6.EE.A.2aWrite expressions that recordoperations with numbers and withletters standing for numbers. Forexample, express the calculation“Subtract y from 5” as 5 – y.Math.Content.6.EE.A.2bIdentify parts of an expression usingmathematical terms (sum, term,product, factor, quotient, coefficient);view one or more parts of anexpression as a single entity. Forexample, describe the expression 2 (8 7) as a product of two factors;view (8 7) as both a single entityand a sum of two terms.CCSS Checklist—Grade 6 Math9Teacher Created Resources

Apply and extend previous understandings of arithmetic to algebraic ate expressions at specific valuesof their variables. Include expressionsthat arise from formulas used in realworld problems. Perform arithmeticoperations, including those involvingwhole-number exponents, in theconventional order when there are noparentheses to specify a particularorder (Order of Operations). Forexample, use the formulas V s3 andA 6 s2 to find the volume andsurface area of a cube with sides oflength s 1/2.Math.Content.6.EE.A.3Apply the properties of operations togenerate equivalent expressions. Forexample, apply the distributiveproperty to the expression 3 (2 x)to produce the equivalent expression6 3x; apply the distributiveproperty to the expression 24x 18yto produce the equivalent expression6 (4x 3y); apply properties ofoperations to y y y to producethe equivalent expression 3y.CCSS Checklist—Grade 6 Math10Teacher Created Resources

Apply and extend previous understandings of arithmetic to algebraic fy when two expressions areequivalent (i.e., when the twoexpressions name the same numberregardless of which value issubstituted into them). For example,the expressions y y y and 3y areequivalent because they name thesame number regardless of whichnumber y stands for.Reason about and solve one-variable equations and stand solving an equation orinequality as a process of answeringa question: which values from aspecified set, if any, make theequation or inequality true? Usesubstitution to determine whether agiven number in a specified set makesan equation or inequality true.Math.Content.6.EE.B.6Use variables to represent numbersand write expressions when solving areal-world or mathematical problem;understand that a variable canrepresent an unknown number, or,depending on the purpose at hand,any number in a specified set.CCSS Checklist—Grade 6 Math11Teacher Created Resources

Reason about and solve one-variable equations and essedDateReassessedNotesMath.Content.6.EE.B.7Solve real-world and mathematicalproblems by writing and solvingequations of the form x p q andpx q for cases in which p, q and xare all nonnegative rational numbers.Math.Content.6.EE.B.8Write an inequality of the form x cor x c to represent a constraint orcondition in a real-world ormathematical problem. Recognizethat inequalities of the form x c orx c have infinitely many solutions;represent solutions of suchinequalities on number line diagrams.CCSS Checklist—Grade 6 Math12Teacher Created Resources

Represent and analyze quantitative relationships between dependent and independent edDateReassessedNotesMath.Content.6.EE.C.9Use variables to represent twoquantities in a real-world problemthat change in relationship to oneanother; write an equation to expressone quantity, thought of as thedependent variable, in terms of theother quantity, thought of as theindependent variable. Analyze therelationship between the dependentand independent variables usinggraphs and tables, and relate theseto the equation. For example, in aproblem involving motion at constantspeed, list and graph ordered pairs ofdistances and times, and write theequation d 65t to represent therelationship between distance andtime.CCSS Checklist—Grade 6 Math13Teacher Created Resources

GeometrySolve real-world and mathematical problems involving area, surface area, and ateReassessedNotesMath.Content.6.G.A.1Find the area of right triangles, othertriangles, special quadrilaterals, andpolygons by composing intorectangles or decomposing intotriangles and other shapes; applythese techniques in the context ofsolving real-world and mathematicalproblems.Math.Content.6.G.A.2Find the volume of a rightrectangular prism with fractionaledge lengths by packing it with unitcubes of the appropriate unit fractionedge lengths, and show that thevolume is the same as would befound by multiplying the edge lengthsof the prism. Apply the formulasV l w h and V b h to findvolumes of right rectangular prismswith fractional edge lengths in thecontext of solving real-world andmathematical problems.CCSS Checklist—Grade 6 Math14Teacher Created Resources

Solve real-world and mathematical problems involving area, surface area, and ateReassessedNotesMath.Content.6.G.A.3Draw polygons in the coordinateplane given coordinates for thevertices; use coordinates to find thelength of a side joining points withthe same first coordinate or the samesecond coordinate. Apply thesetechniques in the context of solvingreal-world and mathematicalproblems.Math.Content.6.G.A.4Represent three-dimensional figuresusing nets made up of rectangles andtriangles, and use the nets to find thesurface area of these figures. Applythese techniques in the context ofsolving real-world and mathematicalproblems.CCSS Checklist—Grade 6 Math15Teacher Created Resources

Statistics & ProbabilityDevelop understanding of statistical ssedDateReass

CCSS Checklist—Grade 6 Literature 3 Teacher Created Resources Range of Reading and Level of Text Complexity Standard Date Taught Date Retaught Date Assessed Date Reassessed Notes ELA-Literacy.RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems