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./d~D~54 Standards for 6th Grade Advanced Math Course
Language arts standards embedded in the math curriculum:
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6090" \t "_top" LAFS.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6091" \t "_top" LAFS.6.SL.1.2 Interpret information presented in diverse media and formats ( HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6092" \t "_top" LAFS.6.SL.1.3 Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6093" \t "_top" LAFS.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6164" \t "_top" LAFS.68.RST.1.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6165" \t "_top" LAFS.68.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 68 texts and topics.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6168" \t "_top" LAFS.68.RST.3.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually ( HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., in a flowchart, diagram, model, graph, or table).
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6224" \t "_top" LAFS.68.WHST.1.1 Write arguments focused on discipline-specific content. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6226" \t "_top" LAFS.68.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Specific Math Standards Addressed in 6th Grade Advanced Math:
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5446" \t "_top" MAFS.6.EE.1.1 Write and evaluate numerical expressions involving whole-number HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" exponents.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5447" \t "_top" MAFS.6.EE.1.2 Write, read, and evaluate expressions in which letters stand for numbers. Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation Subtract y from 5 as 5 y. Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms. Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" exponents, in the conventional order when there are no parentheses to specify a particular order ( HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" Order of Operations). For example, use the formulas V = s and A = 6 s to find the volume and surface area of a cube with sides of length s = 1/2.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5448" \t "_top" MAFS.6.EE.1.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5449" \t "_top" MAFS.6.EE.1.4 Identify when two expressions are equivalent (i. HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5450" \t "_top" MAFS.6.EE.2.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5451" \t "_top" MAFS.6.EE.2.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5452" \t "_top" MAFS.6.EE.2.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all non-negative HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5453" \t "_top" MAFS.6.EE.2.8 Write an inequality of the form x c or x c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x c or x c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5454" \t "_top" MAFS.6.EE.3.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5455" \t "_top" MAFS.6.G.1.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5456" \t "_top" MAFS.6.G.1.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5457" \t "_top" MAFS.6.G.1.3 Draw polygons in the coordinate plane given coordinates for the HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5458" \t "_top" MAFS.6.G.1.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5438" \t "_top" MAFS.6.NS.1.1 Interpret and compute quotients of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions, and solve word problems involving division of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions by HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions, HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and 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 person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5439" \t "_top" MAFS.6.NS.2.2 Fluently divide multi-digit numbers using the standard algorithm.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5440" \t "_top" MAFS.6.NS.2.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5441" \t "_top" MAFS.6.NS.2.4 Find the greatest common factor of two HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" whole numbers less than or equal to 100 and the least common multiple of two HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" whole numbers less than or equal to 12. Use the distributive property to express a sum of two HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" whole numbers 1100 with a common factor as a multiple of a sum of two HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" whole numbers with no common factor. For example, express 36 + 8 as 4 (9 + 2).
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5442" \t "_top" MAFS.6.NS.3.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values ( HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5443" \t "_top" MAFS.6.NS.3.6 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. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., (3) = 3, and that 0 is its own opposite. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes. Find and position integers and other HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers on a coordinate plane.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5444" \t "_top" MAFS.6.NS.3.7 Understand ordering and absolute value of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers. Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right. Write, interpret, and explain statements of order for HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers in real-world contexts. For example, write -3 oC > -7 oC to express the fact that -3 oC is warmer than -7 oC. Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" balance of -30 dollars, write |-30| = 30 to describe the size of the debt in dollars. Distinguish comparisons of absolute value from statements about order. For example, recognize that an account HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" balance less than -30 dollars represents a debt greater than 30 dollars.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5445" \t "_top" MAFS.6.NS.3.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5435" \t "_top" MAFS.6.RP.1.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak. For every vote candidate A received, candidate C received nearly three votes.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5436" \t "_top" MAFS.6.RP.1.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b 0, and use rate language in the context of a ratio relationship. For example, This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar. We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5437" \t "_top" MAFS.6.RP.1.3 Use ratio and rate reasoning to solve real-world and mathematical problems, HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. Solve unit rate problems including those involving unit pricing and constant HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? Find a percent of a quantity as a rate per 100 ( HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. Understand the concept of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" Pi as the ratio of the circumference of a circle to its diameter.(1See HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" Table 2 Common Multiplication and Division Situations)
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5459" \t "_top" MAFS.6.SP.1.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, How old am I? is not a statistical question, but How old are the students in my school? is a statistical question because one anticipates variability in students ages.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5460" \t "_top" MAFS.6.SP.1.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5461" \t "_top" MAFS.6.SP.1.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5462" \t "_top" MAFS.6.SP.2.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5463" \t "_top" MAFS.6.SP.2.5 Summarize numerical data sets in relation to their context, such as by: Reporting the number of observations. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered. Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5470" \t "_top" MAFS.7.EE.1.1 Apply properties of operations as HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" strategies to add, subtract, factor, and expand linear expressions with rational coefficients.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5471" \t "_top" MAFS.7.EE.1.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a + 0.05a = 1.05a means that increase by 5% is the same as multiply by 1.05.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5467" \t "_top" MAFS.7.NS.1.1 Apply and extend previous understandings of addition and subtraction to add and subtract HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram. Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. Understand p + q as the number located a distance |q| from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers by describing real-world contexts. Understand subtraction of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers as adding the additive inverse, p q = p + (q). Show that the distance between two HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts. Apply properties of operations as HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" strategies to add and subtract HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5468" \t "_top" MAFS.7.NS.1.2 Apply and extend previous understandings of multiplication and division and of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions to multiply and divide HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers. Understand that multiplication is extended from HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions to HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (1)(1) = 1 and the rules for multiplying signed numbers. Interpret products of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers by describing real-world contexts. Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then (p/q) = (p)/q = p/(q). Interpret quotients of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers by describing real-world contexts. Apply properties of operations as HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" strategies to multiply and divide HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers. Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5469" \t "_top" MAFS.7.NS.1.3 Solve real-world and mathematical problems involving the four operations with HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" rational numbers.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5464" \t "_top" MAFS.7.RP.1.1 Compute unit rates associated with ratios of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" fractions, including ratios of lengths, areas and other quantities measured in like or different units. For example, if a person walks 1/2 mile in each 1/4 hour, compute the unit rate as the complex fraction 1/2/1/4 miles per hour, equivalently 2 miles per hour.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5465" \t "_top" MAFS.7.RP.1.2 Recognize and represent proportional relationships between quantities. Decide whether two quantities are in a proportional relationship, HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin. Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships. Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn. Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/5466" \t "_top" MAFS.7.RP.1.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.
Overarching standards for all Math Curriculum:
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6327" \t "_top" MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6328" \t "_top" MAFS.K12.MP.2.1 Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referentsand the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6329" \t "_top" MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6331" \t "_top" MAFS.K12.MP.4.1 Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6332" \t "_top" MAFS.K12.MP.5.1 Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6333" \t "_top" MAFS.K12.MP.6.1 Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6334" \t "_top" MAFS.K12.MP.7.1 Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some HYPERLINK "http://www.cpalms.org/Public/Rummage/Search?hierarchyTag=Searches.RelatedStandards&anchorEntityTag=Searches.Courses&anchorEntityId=10284" \o "" algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y) as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
HYPERLINK "http://www.cpalms.org/Public/PreviewStandard/Preview/6335" \t "_top" MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y 2)/(x 1) = 3. Noticing the regularity in the way terms cancel when expanding (x 1)(x + 1), (x 1)(x + x + 1), and (x 1)(x + x + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
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