Gizmos for Newfoundland and Labrador - Mathematics: 6th Grade (NL--Newfoundland and Labrador Curriculum adopted 2015)

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

1: : Numeration

1.6N: : Number

1.6N1: : Demonstrate an understanding of place value, including numbers that are:

1.6N1.a: : greater than one million

1.6N1.b: : less than one thousandth.

1.6N2: : Solve problems involving large whole numbers and decimal numbers.

1.6N2.2: : Estimate the solution to, and solve, a given problem.

2: : Number Relationships

2.6N: : Number

2.6N3: : Demonstrate an understanding of factors and multiples by:

2.6N3.b: : identifying prime and composite numbers

2.6N3.c: : solving problems using multiples and factors.

2.6N3.1: : Determine all the whole number factors of a given number, using arrays.

2.6N3.2: : Identify the factors for a given number, and explain the strategy used; e.g., concrete or visual representations, repeated division by prime numbers, factor trees.

2.6N3.3: : Solve a given problem involving factors or multiples.

2.6N3.4: : Identify multiples for a given number, and explain the strategy used to identify them.

2.6N3.5: : Provide an example of a prime number, and explain why it is a prime number.

2.6N3.6: : Provide an example of a composite number, and explain why it is a composite number.

2.6N3.7: : Sort a given set of numbers as prime and composite.

2.6N3.8: : Explain why 0 and 1 are neither prime nor composite.

2.6N7: : Demonstrate an understanding of integers, concretely, pictorially and symbolically.

2.6N7.2: : Describe contexts in which integers are used; e.g., on a thermometer.

2.6N7.3: : Place given integers on a number line, and explain how integers are ordered.

2.6N7.4: : Order given integers in ascending or descending order.

2.6N7.5: : Compare two integers; represent their relationship using the symbols <, > and = and verify the relationship, using a number line.

2.6N9: : Explain and apply the order of operations, excluding exponents, with and without technology (limited to whole numbers).

2.6N9.1: : Explain, using examples, why there is a need to have a standardized order of operations.

2.6N9.2: : Apply the order of operations to solve multistep problems with and without technology; e.g., a computer, a calculator.

3: : Patterns in Mathematics

3.6PR: : Patterns and Relations (Patterns)

3.6PR1: : Demonstrate an understanding of the relationships within tables of values to solve problems.

3.6PR1.1: : Create a concrete or pictorial representation of the relationship shown in a table of values.

3.6PR1.2: : Describe the pattern within each column of a given table of values.

3.6PR1.3: : State, using mathematical language, the relationship in a given table of values.

3.6PR1.5: : Formulate a rule to describe the relationship between two columns of numbers in a table of values.

3.6PR1.6: : Generate values in one column of a table of values, given values in the other column and a pattern rule.

3.6PR1.7: : Create a table of values to record and reveal a pattern to solve a given problem.

3.6PR1.8: : Identify missing elements in a given table of values.

3.6PR3: : Represent generalizations arising from number relationships, using equations with letter variables.

3.6PR3.1: : Describe the relationship in a given table, using a mathematical expression.

3.6PR3.2: : Represent a pattern rule, using a simple mathematical expression such as 4d or 2n + 1.

3.6PR4: : Demonstrate and explain the meaning of preservation of equality, concretely and pictorially.

3.6PR4.5: : Write equivalent forms of a given equation by applying the preservation of equality and verify using concrete materials, e.g., 3b = 12 is same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7).

4: : Data Relationships

4.6SP: : Statistics and Probability (Data Analysis)

4.6SP1: : Create, label and interpret line graphs to draw conclusions.

4.6SP1.1: : Determine the common attributes (title, axes and intervals) of line graphs by comparing a given set of line graphs.

4.6SP1.3: : Create a line graph from a given table of values or a given set of data.

4.6SP1.4: : Interpret a given line graph to draw conclusions.

4.6SP3: : Graph collected data, and analyze the graph to solve problems.

4.6SP3.1: : Determine an appropriate type of graph for displaying a set of collected data, and justify the choice of graph.

4.6SP3.2: : Solve a given problem by graphing data and interpreting the resulting graph.

4.6SP2: : Select, justify and use appropriate methods of collecting data, including:

4.6SP2.a: : questionnaires

4.6SP2.b: : experiments

4.6SP2.c: : databases

4.6SP2.d: : electronic media.

4.6SP2.3: : Gather data for a given question by using electronic media, including selecting data from databases.

4.6SP2.5: : Select a method for collecting data to answer a given question, and justify the choice.

4.6PR: : Patterns and Relations (Patterns)

4.6PR2: : Represent and describe patterns and relationships, using graphs and tables.

4.6PR2.1: : Create a table of values from a given pattern or a given graph.

4.6PR2.2: : Translate a pattern to a table of values, and graph the table of values (limited to linear graphs with discrete elements).

4.6PR2.3: : Describe, using everyday language, orally or in writing, the relationship shown on a graph.

4.6SS: : Shape and Space (Transformations)

4.6SS8: : Identify and plot points in the first quadrant of a Cartesian plane, using whole number ordered pairs.

4.6SS8.1: : Label the axes of the first quadrant of a Cartesian plane, and identify the origin.

4.6SS8.2: : Plot a point in the first quadrant of a Cartesian plane, given its ordered pair.

4.6SS8.3: : Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair.

4.6SS8.4: : Plot points in the first quadrant of a Cartesian plane with intervals of 1, 2, 5 or 10 on its axes, given whole number ordered pairs.

4.6SS8.5: : Draw shapes or designs, given ordered pairs, in the first quadrant of a Cartesian plane.

4.6SS8.6: : Draw shapes or designs in the first quadrant of a Cartesian plane, and identify the points used to produce them.

5: : Motion Geometry

5.6SS: : Shape and Space (Transformations)

5.6SS6: : Perform a combination of translations, rotations and/or reflections on a single 2-D shape, with and without technology, and draw and describe the image.

5.6SS6.1: : Model a given set of successive translations, successive rotations or successive reflections of a 2-D shape.

5.6SS6.3: : Describe the transformations performed on a 2-D shape to produce a given image.

5.6SS6.4: : Demonstrate that a 2-D shape and its transformation image are congruent.

5.6SS6.5: : Model a given combination of two different types of transformations of a 2-D shape.

5.6SS6.7: : Perform and record one or more transformations of a 2-D shape that will result in a given image.

5.6SS7: : Perform a combination of successive transformations of 2-D shapes to create a design, and identify and describe the transformations.

5.6SS7.1: : 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.

5.6SS7.2: : Create a design using one or more 2-D shapes, and describe the transformations used.

5.6SS9: : Perform and describe single transformations of a 2-D shape in the first quadrant of a Cartesian plane (limited to whole number vertices).

5.6SS9.1: : Identify the coordinates of the vertices of a given 2-D shape (limited to the first quadrant of a Cartesian plane).

6: : Ratio and Percent

6.6N: : Number

6.6N5: : Demonstrate an understanding of ratio, concretely, pictorially and symbolically.

6.6N5.1: : Write a ratio from a given concrete or pictorial representation.

6.6N5.2: : Express a given ratio in multiple forms, such as 3:5, or 3 to 5.

6.6N5.4: : Provide a concrete or pictorial representation for a given ratio.

6.6N5.5: : Identify and describe ratios from real-life contexts, and record them symbolically.

6.6N5.6: : Demonstrate an understanding of equivalent ratios.

6.6N5.7: : Solve a given problem involving ratio.

6.6N6: : Demonstrate an understanding of percent (limited to whole numbers), concretely, pictorially and symbolically.

6.6N6.1: : Explain that “percent” means “out of 100.”

6.6N6.2: : Explain that percent is a ratio out of 100.

6.6N6.3: : Use concrete materials and pictorial representations to illustrate a given percent.

6.6N6.4: : Record the percent displayed in a given concrete or pictorial representation.

6.6N6.5: : Identify and describe percents from real-life contexts, and record them symbolically.

6.6N6.6: : Express a given percent as a fraction and a decimal.

6.6N6.7: : Solve a given problem involving percents.

7: : Fractions

7.6N: : Number

7.6N4: : Relate improper fractions to mixed numbers.

7.6N4.1: : Demonstrate, using models, that a given improper fraction represents a number greater than 1.

7.6N4.2: : Translate a given improper fraction between concrete, pictorial and symbolic forms.

7.6N4.3: : Express improper fractions as mixed numbers.

7.6N4.4: : Translate a given mixed number between concrete, pictorial and symbolic forms.

7.6N4.5: : Express mixed numbers as improper fractions.

7.6N4.6: : Place a given set of fractions, including mixed numbers and improper fractions, on a number line, and explain strategies used to determine position.

8: : Multiplication and Division of Decimals

8.6N: : Number

8.6N8: : Demonstrate an understanding of multiplication and division of decimals (1-digit whole number multipliers and 1- digit natural number divisors).

8.6N8.1: : Predict products and quotients of decimals, using estimation strategies.

8.6N8.2: : Solve a given problem that involves multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9.

8.6N8.4: : Correct errors of decimal point placement in a given product or quotient without using paper and pencil.

9: : Measurement

9.6SS: : Shape and Space (Measurement)

9.6SS1: : Demonstrate an understanding of angles by:

9.6SS1.b: : classifying angles according to their measure

9.6SS1.d: : determining angle measures in degrees

9.6SS1.2: : Classify a given set of angles according to their measure; e.g., acute, right, obtuse, straight, reflex.

9.6SS2: : Demonstrate that the sum of interior angles is:

9.6SS2.a: : 180° in a triangle

9.6SS2.b: : 360° in a quadrilateral.

9.6SS2.1: : Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles.

9.6SS3: : Develop and apply a formula for determining the:

9.6SS3.a: : perimeter of polygons

9.6SS3.b: : area of rectangles

9.6SS3.c: : volume of right rectangular prisms.

9.6SS3.1: : Explain, using models, how the perimeter of any polygon can be determined.

9.6SS3.2: : Generalize a rule (formula) for determining the perimeter of polygons, including rectangles and squares.

9.6SS3.3: : Solve a given problem involving the perimeter of polygons, the area of rectangles and/or the volume of right rectangular prisms.

9.6SS3.4: : Explain, using models, how the area of any rectangle can be determined.

9.6SS3.5: : Generalize a rule (formula) for determining the area of rectangles.

9.6SS3.6: : Explain, using models, how the volume of any right rectangular prism can be determined.

9.6SS3.7: : Generalize a rule (formula) for determining the volume of right rectangular prisms.

9.6PR: : Patterns and Relations (Variables and Equations)

9.6PR3: : Represent generalizations arising from number relationships, using equations with letter variables.

9.6PR3.3: : Write and explain the formula for finding the perimeter of any given rectangle.

9.6PR3.4: : 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.

9.6PR3.5: : Write and explain the formula for finding the area of any given rectangle.

10: : 2-D Geometry

10.6SS: : Shape and Space (3-D Objects and 2-D Shapes)

10.6SS4: : Construct and compare triangles, including:

10.6SS4.d: : right

10.6SS4.1: : Identify the characteristics of a given set of triangles according to their sides and/or their interior angles.

10.6SS4.2: : Sort a given set of triangles and explain the sorting rule.

10.6SS4.3: : Draw a specified triangle, e.g., scalene.

11: : Probability

11.6SP: : Statistics and Probability (Chance and Uncertainty)

11.6SP4: : Demonstrate an understanding of probability by:

11.6SP4.a: : identifying all possible outcomes of a probability experiment

11.6SP4.b: : differentiating between experimental and theoretical probability

11.6SP4.c: : determining the theoretical probability of outcomes in a probability experiment

11.6SP4.d: : determining the experimental probability of outcomes in a probability experiment

11.6SP4.e: : comparing experimental results with the theoretical probability for an experiment.

11.6SP4.1: : List the possible outcomes of a probability experiment, such as:

11.6SP4.1.a: : tossing a coin

11.6SP4.1.b: : rolling a die with a given number of sides

11.6SP4.1.c: : spinning a spinner with a given number of sectors.

11.6SP4.2: : Determine the theoretical probability of an outcome occurring for a given probability experiment.

11.6SP4.3: : Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability.

11.6SP4.4: : Distinguish between theoretical probability and experimental probability, and explain the differences.

11.6SP4.5: : Conduct a probability experiment, with or without technology, and compare the experimental results with the theoretical probability.

11.6SP4.6: : Explain that as the number of trials in a probability experiment increases, the experimental probability approaches theoretical probability of a particular outcome.

Correlation last revised: 9/16/2020

Newfoundland and Labrador - Mathematics: 6th Grade

NL--Newfoundland and Labrador Curriculum | Adopted: 2015