Grade 6 Goals

The Common Core standards for Grade 6 have been recast as a student-friendly list of goals, listed in the table below. 

Click the first image to open the list of goals as a free PDF. Click the second image to view a related review bundle. 

   

Click any square image in the table below to view a game card set for the goal. Click the blue button to visit Boom Learning for a self-checking activity with digital cards.

CCSS	Code	THE NUMBER SYSTEM
6.NS.A	6N1	Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
6.NS.1	6N11	Relate division and multiplication of fractions.
6.NS.1	6N12	Divide fractions by fractions using models. Students will be expected to understand the algorithm in Grade 7.
6.NS.1	6N13	Divide fractions by fractions to solve problems.
6.NS.B	6N2	Compute fluently with multi-digit numbers and find common factors and multiples.
6.NS.2	6N21	Divide multi-digit numbers using the standard algorithm.
6.NS.3	6N22	Add and subtract multi-digit decimals.
6.NS.3	6N23	Multiply multi-digit decimals.
6.NS.3	6N24	Divide multi-digit decimals.
6.NS.4	6N25	Find greatest common factors. Factors and multiples were introduced in Grade 4, but GCF is a new concept.
6.NS.4	6N26	Find least common multiples. LCM is a new concept.
6.NS.4	6N27	Use the distributive property to isolate a common factor. For example, express 28 + 40 as 4(7 + 10).
6.NS.C	6N3	Apply and extend previous understandings of numbers to the system of rational numbers.
6.NS.5	6N31	Relate positive and negative numbers to real situations. Note that at this level students should not be given rules for abstract integer operations. Students should learn meanings of integers and use number lines to solve problems. Introducing rules too early detracts from focus on concepts.
6.NS.6a	6N32	Write and identify opposites of integers.
6.NS.6b	6N33	Relate opposite numbers in ordered pairs to reflections.
6.NS.6c	6N34	Graph or identify points in four quadrants. This goal also includes locations on vertical or horizontal number lines. First-quadrant graphs were introduced in the Geometry domain in Grade 5.
6.NS.7a	6N35	Compare rational numbers using a number line.
6.NS.7bcd	6N36	Write comparisons for ordering rational numbers in real situations. This goal also includes understanding absolute value, including vertical bar symbols. For example, |–7| = 7.
6.NS.8	6N37	Solve problems involving coordinate graphs in four quadrants.
6.NS.8	6N38	Find distance between two points with the same first or second coordinate.
CCSS	Code	EXPRESSIONS & EQUATIONS
6.EE.A	6E1	Apply and extend previous understandings of arithmetic to algebraic expressions.
6.EE.1	6E11	Evaluate numerical expressions that include exponents.
6.EE.2a	6E12	Write or interpret simple expressions with variables. Variables are new at this level.
6.EE.2b	6E13	Identify parts of an expression using mathematical terms.
6.EE.2c	6E14	Evaluate expressions for specific values of the variables.
6.EE.2c	6E15	Evaluate formulas for specific values.
6.EE.3	6E16	Write equivalent expressions using the distributive property.
6.EE.4	6E17	Identify when two expressions are equivalent.
6.EE.B	6E2	Reason about and solve one-variable equations and inequalities.
6.EE.5	6E21	Use substitution to decide if a number is a solution to an equation.
6.EE.6	6E22	Use variables and expressions to represent situations.
6.EE.7	6E23	Write equations of the form x + p = q to solve problems.
6.EE.7	6E24	Write equations of the form px = q to solve problems.
6.EE.8	6E25	Write or interpret inequalities x > c or x < c.
6.EE.8	6E26	Represent inequalities on number line diagrams.
6.EE.C	6E3	Represent and analyze quantitative relationships between dependent and independent variables.
6.EE.9	6E31	Use two variables to represent two related quantities.
6.EE.9	6E32	Graph ordered pairs of related quantities.
6.EE.9	6E33	Write equations to describe related variables.
CCSS	Code	RATIOS & PROPORTIONAL RELATIONSHIPS
6.RP.A	6R1	Understand ratio concepts and use ratio reasoning [and percents] to solve problems.
6.RP.1	6R11	Write and interpret ratios. This goal is understanding ratios such as "A to B" and A:B.
6.RP.2	6R12	Find unit rates related to ratios. The ratio A:B can also be expressed as a unit rate A/B.
6.RP.3a	6R13	Write equivalent ratios, including ratio tables.
6.RP.3d	6R14	Use ratios to convert measurements.
6.RP.3a	6R15	Plot pairs of ratios on the coordinate plane.
6.RP.3b	6R16	Solve unit rate problems such as unit pricing. This goal also includes problems about constant speed.
6.RP.3c	6R17 Eighths Unit Fractions	Write a fraction or ratio as a percent. These should be solved by writing the fraction as hundredths. At this level, the percent problems should be solved by writing equal ratios. In Grade 7, students will use proportions and solve more advanced percent problems.
6.RP.3c	6R18	Find a number given the part and the percent. In this case, the whole or total is unknown. For example, if 30% of a number is 6, the number is found by writing a ratio equal to 30/100 with a numerator of 6.
6.RP.3c	6R19 3 Sets	Find a percent of a number. For example, 20% of 40 can be found by simplifying 20/100 and then finding 1/5 x 40.
CCSS	Code	GEOMETRY
6.G.A	6G1	Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.1	6G11	Find areas of triangles. Starting in Grade 3, students found areas of rectangles and shapes made from rectangles.
6.G.1	6G12	Decompose and compose shapes into triangles and rectangles.
6.G.1	6G13	Find areas of polygons.
6.G.2	6G14	Use cubes to find volumes of prisms with fractional edge lengths. For example, how many1/2-inch cubes make a prism 1-1/2 by 2-1/2 by 4? (This requires 3 x 5 x 8 or 120 cubes. Each cube's volume is 1/2 x 1/2 x 1/2, or 1/8 cubic inch. The volume of the prism is 120/8 or 15 cubic inches.)
6.G.2	6G15	Multiply to find volumes of prisms with fractional edge lengths. For example, 1-1/2 x 2-1/2 x 4 = 3/2 x 5/2 x 4 = 60/4 = 15.
6.G.3	1-6	Draw polygons given coordinates for the vertices.
6.G.3	6G17	Use coordinates to calculate the length of vertical or horizontal segments.
6.G.4	6G18	Represent 3-dimensional figures as nets.
6.G.4	6G19	Calculate surface areas.
CCSS	Code	STATISTICS & PROBABILITY
6.SP.A	6S1	Develop understanding of statistical variability.
6.SP.1	6S11	Recognize statistical questions. Statistical questions have variability in the answers.
6.SP.2	6S12	Describe the center, spread (range), and shape of data on a dot plot. Dot plots (also called line plots) were introduced and developed in Grades 2 through 5. The important new terms are clusters, peaks, gaps, and symmetry. (See the Common Core Grade 6 Introduction.)
6.SP.2	6S13	Find the median of a data set. Common Core standards at lower grades do not include median or mean. Both of these are important measures of center.
6.SP.2	6S14	Find the mean of a data set.
6.SP.3	6S15	Recognize measures of center and variation of data. Students should identify mean and median and informally compare spreads. Calculations of spread are included in the next cluster.
6.SP.B	6S2	Summarize and describe distributions.
6.SP.5c	6S21	Find quartiles and interquartile range. For a large set of data, identify the median of the lower half and the median of the upper half of the data. The difference, or range of the middle half of the data, is called the interquartile range.
6.SP.4	6S22	Display and describe data on box plots. Before making a box plot, students need to find the minimum, maximum, and quartiles.
6.SP.4	6S23	Display and describe data on histograms. To make a histogram, the RANGE must be divided into equal intervals. This is unlike a box plot, where the DATA SET was divided into equal groups.
6.SP.5c	6S24	Find the mean absolute deviation of a data set. After finding the mean, calculate the positive difference (deviation) between each data element and the mean. The mean of these deviations is called the mean absolute deviation. The use of technology is recommended for this topic.
6.SP.5	6S25	Summarize data sets in relation to their context. Discuss whether median or mean is a better measure of center, and which measures are best to describe the spread.
	Goals were developed by Angie Seltzer. Highlighted parts are from Grade 6 CCSS, Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.