Gizmos for Saskatchewan - Mathematics: 6th Grade (Saskatchewan Foundational and Learning Objective adopted 2009)

This correlation lists the recommended Gizmos for this province's curriculum standards. Click any Gizmo title below for more information.

N6: : Number

N6.1: : Demonstrate understanding of place value including:

N6.1.1: : greater than one million

N6.1.2: : less than one thousandth with and without technology.

N6.1.b: : Change the representation of numbers larger than one million given in decimal and word form to place value form (e.g., $1.8 billion would be changed to $1 800 000 000) and vice versa.

N6.1.e: : Solve situational questions involving operations on quantities larger than one million or smaller than one thousandth (with the use of technology).

N6.1.f: : Estimate the solution to a situational question, without the use of technology, involving operations on quantities larger than one million or smaller than one thousandth and explain the strategies used to determine the estimate.

N6.2: : Demonstrate understanding of factors and multiples (concretely, pictorially, and symbolically) including:

N6.2.1: : determining factors and multiples of numbers less than 100

N6.2.2: : relating factors and multiples to multiplication and division

N6.2.3: : determining and relating prime and composite numbers.

N6.2.a: : Determine the whole-numbered dimensions of all rectangular regions with a given whole-numbered area and explain how those dimensions are related to the factors of the whole number.

N6.2.b: : Represent a set of whole-numbered multiples for a given quantity concretely, pictorially, or symbolically and explain the strategy used to create the representation.

N6.2.d: : Explain why 0 and 1 are neither prime nor composite.

N6.2.g: : Explain how the composite factors of a whole number can be determined from the prime factors of the whole number and vice versa.

N6.2.h: : Solve situational questions involving factors, multiples, and prime factors.

N6.2.i: : Analyze two whole numbers for their common factors.

N6.2.j: : Analyze two whole numbers to determine at least one multiple (greater than both whole numbers) that is common to both.

N6.3: : Demonstrate understanding of the order of operations on whole numbers (excluding exponents) with and without technology.

N6.3.a: : Explain, with the support of examples, why there is a need to have a standardized order of operations.

N6.3.c: : Verify, by using technology, whether or not the simplification of an expression involving the use of the order of operations is correct.

N6.3.d: : Solve situational questions involving multiple operations, with and without the use of technology.

N6.3.e: : Analyze the simplification of multiple operation expressions for errors in the application of the order of operations.

N6.4: : Extend understanding of multiplication and division to decimals (1-digit whole number multipliers and 1-digit natural number divisors).

N6.4.d: : Estimate products and quotients involving decimals.

N6.4.e: : Develop a generalization about the impact on overall quantity when multiplied by a decimal number between 0 and 1.

N6.4.g: : Solve a given situational question that involves multiplication and division of decimals, using multipliers from 0 to 9 and divisors from 1 to 9.

N6.5: : Demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically.

N6.5.c: : Create and explain representations (concrete, visual, or both) that establish relationships between whole number percents to 100, fractions, and decimals.

N6.5.f: : Describe a situation in which 0% or 100% might be stated.

N6.6: : Demonstrate understanding of integers concretely, pictorially, and symbolically.

N6.6.a: : Explore and explain the representation and meaning of negative quantities in First Nations and Métis peoples, past and present.

N6.6.b: : Observe and describe examples of integers relevant to self, family, or community and explain the meaning of those quantities within the contexts they are found.

N6.6.c: : Compare two integers and describe their relationship symbolically using

N6.6.d: : Represent integers concretely, pictorially, or physically.

N6.7: : Extend understanding of fractions to improper fractions and mixed numbers.

N6.7.a: : Observe and describe situations relevant to self, family, or community in which quantities greater than a whole, but which are not whole numbers, occur and describe those situations using either an improper fraction or a mixed number.

N6.7.d: : Explain the meaning of a given improper fraction or mixed number by setting it into a situation.

N6.7.f: : Respond to the question ?Can quantities less than 1 be represented by a mixed number or improper fraction??.

N6.8: : Demonstrate an understanding of ratio concretely, pictorially, and symbolically.

N6.8.a: : Observe situations relevant to self, family, or community which could be described using a ratio, write the ratio, and explain what the ratio means in that situation.

N6.8.d: : Express a ratio in colon and word form.

N6.8.e: : Describe a situation in which a ratio (given in colon, word, or fractional form) might occur.

N6.8.f: : Solve situational questions involving ratios (e.g., the ratio of students from a Grade 6 class going to a movie this weekend to those not going to a movie is 15:8. How many students are likely in the class and why?)

P6: : Patterns and Relationships

P6.1: : Extend understanding of patterns and relationships in tables of values and graphs.

P6.1.a: : Create and describe a concrete or visual model of a table of values.

P6.1.b: : Create a table of values to represent a concrete or visual pattern.

P6.1.c: : Determine missing values and correct errors found within a table of values and describe the strategy used.

P6.1.d: : Analyze the relationship between consecutive values within each of the columns in a table of values and describe the relationship orally and symbolically.

P6.1.e: : Analyze the relationship between the two columns in a table of values and describe the relationship orally and symbolically.

P6.1.f: : Create a table of values for a given equation.

P6.1.g: : Analyze patterns in a table of values to solve a given situational question.

P6.1.h: : Translate a concrete, visual, or physical pattern into a table of values and a graph (limit graphs to linear relations with discrete elements).

P6.1.i: : Describe how a graph and a table of values are related.

P6.1.j: : Identify errors in the matching of graphs and tables of values and explain the reasoning.

P6.1.k: : Describe, using everyday language (orally or in writing), the relationship shown on a graph (limited to linear relations with discrete elements).

P6.1.l: : Describe a situation that could be represented by a given graph (limited to linear relations with discrete elements).

P6.3: : Extend understanding of patterns and relationships by using expressions and equations involving variables.

P6.3.b: : Analyze patterns arising from the determination of area of rectangles and generalize an equation describing a formula for the area of all rectangles.

P6.3.d: : Develop and justify equations using letter variables that illustrate the commutative property of addition and multiplication (e.g., a + b = b + a or a × b = b × a).

P6.3.e: : Generalize an expression that describes the relationship between the two columns in a table of values.

P6.3.f: : Write an equation to represent a table of values.

P6.3.h: : Provide examples to explain the difference between an expression and an equation, both in terms of what each looks like and what each means.

SS6: : Shape and Space

SS6.1: : Demonstrate understanding of angles including:

SS6.1.2: : classifying angles

SS6.1.4: : determining angle measures in degrees

SS6.1.6: : applying angle relationships in triangles and quadrilaterals.

SS6.1.e: : Explain the relationship between 0° and 360°.

SS6.1.f: : Describe how measuring an angle is different from measuring a length.

SS6.1.h: : Describe and provide examples for different uses of angles, such as the amount of rotation or as the angle of opening between two sides of a polygon.

SS6.1.i: : Generalize a relationship for the sum of the measures of the angles in any triangle.

SS6.1.j: : Generalize a relationship for the sum of the measures of the angles in any quadrilateral.

SS6.1.l: : Solve situational questions involving angles in triangles and quadrilaterals.

SS6.2: : Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular prisms (concretely, pictorially, and symbolically) including:

SS6.2.4: : generalizing strategies and formulae

SS6.2.6: : solving situational questions.

SS6.2.a: : Generalize formulae and strategies for determining the perimeter of polygons, including rectangles and squares.

SS6.2.b: : Generalize a formula for determining the area of rectangles.

SS6.2.d: : Generalize a rule (formula) for determining the volume of right rectangular prisms.

SS6.2.f: : Solve a situational question involving the perimeter of polygons, the area of rectangles, and/or the volume of right rectangular prisms.

SS6.3: : Demonstrate understanding of regular and irregular polygons including:

SS6.3.1: : classifying types of triangles

SS6.3.f: : Draw and classify examples of different types of triangles (scalene, isosceles, equilateral, right, obtuse, and acute) and explain the reasoning.

SS6.4: : Demonstrate understanding of the first quadrant of the Cartesian plane and ordered pairs with whole number coordinates.

SS6.4.b: : Plot a point in the first quadrant of the Cartesian plane given its ordered pair.

SS6.4.e: : Explain how to plot points on the Cartesian plane given the scale to be used on the axes (by 1, 2, 5, or 10).

SS6.4.f: : Create a design in the first quadrant of the Cartesian plane, identify the coordinates of points on the design, and write or record orally directions for recreating the design.

SS6.5: : Demonstrate understanding of single, and combinations of, transformations of 2-D shapes (with and without the use of technology) including:

SS6.5.1: : identifying

SS6.5.2: : describing

SS6.5.3: : performing.

SS6.5.a: : Observe and classify different transformations found in situations relevant to self, family, or community.

SS6.5.c: : Analyze 2-D shapes and their respective transformations to determine if the original shapes and their transformed images are congruent.

SS6.5.d: : Determine the resulting image of applying a series of transformations upon a 2-D shape.

SS6.5.e: : Describe a set of transformations, that when applied to a given 2-D shape, would result in a given image.

SS6.5.f: : Verify whether or not a given set of transformations would transform a given 2-D shape into a given image.

SS6.5.g: : Identify designs within situations relevant to self, family, or community that could be described in terms of transformations of one or more 2-D shapes.

SS6.5.h: : Analyze a given design created by transforming one or more 2-D shapes, and identify the original shape(s) and the transformations used to create the design.

SS6.5.i: : Create a design using the transformation of two or more 2-D shapes and write, or record orally, instructions that could be followed to reproduce the design.

SS6.5.j: : Describe the creation and use of single and multiple transformations in First Nations and Métis lifestyles (e.g., birch bark biting).

SP6: : Statistics and Probability

SP6.1: : Extend understanding of data analysis to include:

SP6.1.1: : line graphs

SP6.1.3: : data collection through questionnaires, experiments, databases, and electronic media

SP6.1.b: : Determine whether a set of data should be represented by a line graph (continuous data) or a series of points (discrete data) and explain why.

SP6.1.d: : Construct a graph (line graph or a graph of discrete data points) to represent data given in a table for a particular situation.

SP6.1.f: : Observe and describe situations relevant to self, family, or community in which data might be collected through questionnaires, experiments, databases, or electronic media.

SP6.1.g: : Select a method for collecting data to answer a given question and justify the choice.

SP6.1.i: : Answer a self-generated question using databases or electronic media to collect data, then graphing and interpreting the data to draw a conclusion.

SP6.1.j: : Justify the selection of a type of graph for a set of data collected through questionnaires, experiments, databases, or electronic media.

SP6.2: : Demonstrate understanding of probability by:

SP6.2.1: : determining sample space

SP6.2.2: : differentiating between experimental and theoretical probability

SP6.2.3: : determining the theoretical probability

SP6.2.4: : determining the experimental probability

SP6.2.5: : comparing experimental and theoretical probabilities.

SP6.2.a: : Observe situations relevant to self, family, or community where probabilities are stated and/or used to make decisions.

SP6.2.b: : List the sample space (possible outcomes) for an event (such as the tossing of a coin, rolling of a die with 10 sides, spinning a spinner with five sections, random selection of a classmate for a special activity, or guessing a hidden quantity) and explain the reasoning.

SP6.2.c: : Explain what a probability of 0 for a specific outcome means by providing an example.

SP6.2.d: : Explain what a probability of 1 for a specific outcome means by providing an example.

SP6.2.g: : Compare the results of a probability experiment to the expected theoretical probabilities.

SP6.2.h: : Explain how theoretical and experimental probabilities are related.

SP6.2.i: : Critique the statement: ?You can determine the sample space for an event by carrying out an experiment.?

Correlation last revised: 9/16/2020

Saskatchewan - Mathematics: 6th Grade

Saskatchewan Foundational and Learning Objective | Adopted: 2009

N6: : Number

P6: : Patterns and Relationships

SS6: : Shape and Space

SP6: : Statistics and Probability