2003 North Carolina Standard Course of Study,
Grade 6 |
Student Edition Lesson |
| Competency Goal 1: The learner will understand and compute with rational numbers. |
| 1.01 |
|
Develop number sense for negative rational numbers.
a) Connect the model, number word, and number using a variety of representations including the number line.
b) Compare and order.
c) Make estimates in appropriate situations.
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8-1,
8-2,
8-3,
8-4,
8-5,
8-6
|
| 1.02 |
|
Develop meaning for percents.
a) Connect the model, number word, and number using a variety of representations.
b) Make estimates in appropriate situations.
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10-4,
10-5,
10-6,
10-7,
10-8
|
| 1.03 |
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Compare and order rational numbers.
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3-2,
5-5
|
| 1.04 |
|
Develop fluency in addition, subtraction, multiplication, and division of non-negative rational numbers.
a) Analyze computational strategies.
b) Describe the effect of operations on size.
c) Estimate the results of computations.
d) Judge the reasonableness of solutions.
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1-1,
3-4,
3-5,
4-1,
4-2,
4-3,
4-4,
6-2,
6-3,
6-5,
6-6,
7-1,
7-2,
7-3,
7-4,
7-5,
10-8
|
| 1.05 |
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Develop fluency in the use of factors, multiples, exponential notation, and prime factorization.
|
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1-2,
1-3,
1-4,
5-1,
5-4
|
| 1.06 |
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Use exponential, scientific, and calculator notation to write very large and very small numbers.
|
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1-4,
3-1,
3-2,
3-3,
4-1,
5-5,
5-6,
5-7,
6-1
|
| 1.07 |
|
Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
|
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1-1,
7-1,
10-8
|
| Competency Goal 2: The learner will select and use appropriate tools to measure two- and three-dimensional figures. |
| 2.01 |
|
Estimate and measure length, perimeter, area, angles, weight, and mass of two- and three-dimensional figures using appropriate tools.
|
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1-8,
4-5,
4-6,
12-1,
12-2,
12-3,
12-4,
12-5,
12-6,
13-1,
13-2,
13-3,
14-1,
14-2,
14-3,
14-5,
14-6
|
| 2.02 |
|
Solve problems involving perimeter/circumference and area of plane figures.
|
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1-8,
4-5,
4-6,
14-1,
14-2,
14-3,
14-6
|
| Competency Goal 3: The learner will understand and use properties and relationships of geometric figures in the coordinate plane. |
| 3.01 |
|
Identify and describe the intersection of figures in a plane.
|
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8-6,
13-1,
14-1
|
| 3.02 |
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Identify the radius, diameter, chord, center, and circumference of a circle; determine the relationships among them.
|
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4-6
|
| 3.03 |
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Transform figures in the coordinate plane and describe the transformations.
|
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|
| 3.04 |
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Solve problems involving geometric figures in the coordinate plane.
|
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|
| Competency Goal 4: The learner will understand and determine probabilities. |
| 4.01 |
|
Develop fluency with counting strategies to determine the sample space for an event. Include lists, tree diagrams, frequency distribution tables, permutations, combinations, and the Fundamental Counting Principle.
|
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2-1,
11-1,
11-2,
11-3,
11-4,
11-5
|
| 4.02 |
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Use a sample space to determine the probability of an event.
|
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11-1
11-2
11-3
11-4
11-5
|
| 4.03 |
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Conduct experiments involving simple and compound events.
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11-3,
11-4,
11-5
|
| 4.04 |
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Determine and compare experimental and theoretical probabilities for simple and compound events.
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11-4
|
| 4.05 |
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Determine and compare experimental and theoretical probabilities for independent and dependent events.
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11-5
|
| 4.06 |
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Design and conduct experiments or surveys to solve problems; report and analyze results.
|
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2-1,
2-2,
2-3,
2-4,
2-5,
2-6,
2-7,
2-8
|
| Competency Goal 5: The learner will demonstrate an understanding of simple algebraic expressions. |
| 5.01 |
|
Simplify algebraic expressions and verify the results using the basic properties of rational numbers.
a) Identity.
b) Commutative.
c) Associative.
d) Distributive.
e) Order of operations.
|
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1-5,
1-6,
9-1
|
| 5.02 |
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Use and evaluate algebraic expressions.
|
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1-6,
1-8,
3-5,
4-1,
4-2,
4-6,
6-4,
6-5,
7-2,
7-3,
7-4,
7-5,
14-1,
14-2,
14-3,
14-5,
14-6
|
| 5.03 |
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Solve simple one- and two-step equations or inequalities.
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1-7,
9-2,
9-3,
9-4,
9-5
|
| 5.04 |
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Use graphs, tables, and symbols to model and solve problems involving rates of change and ratios.
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9-6,
9-7,
10-2,
10-3
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