Gizmos for Nova Scotia - Mathematics: 6th Grade (Mathematics Curriculum adopted 2022)

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

N: : Number

N02: : Students will be expected to solve problems involving whole numbers and decimal numbers.

N02.06: : Use technology, mental mathematics, or paper-and-pencil calculation to solve problems involving the addition, subtraction, multiplication, and division of whole numbers.

N02.07: : Use technology, mental mathematics, or paper-and-pencil calculation to solve problems involving the addition and subtraction of decimal numbers.

N03: : Students will be expected to demonstrate an understanding of factors and multiples by determining multiples and factors of numbers less than 100, identifying prime and composite numbers, or solving problems using multiples and factors.

N03.01: : Identify multiples for a given number and explain the strategy used to identify them.

N03.02: : Determine all the whole number factors of a given number using arrays.

N03.03: : Identify the factors for a given number and explain the strategy used (e.g., concrete or visual representations, repeated division by prime numbers, or factor trees).

N03.04: : Provide an example of a prime number, and explain why it is a prime number.

N03.05: : Provide an example of a composite number, and explain why it is a composite number.

N04: : Students will be expected to relate improper fractions to mixed numbers and mixed numbers to improper fractions.

N04.01: : Demonstrate, using models, that a given improper fraction represents a number greater than 1.

N04.02: : Express improper fractions as mixed numbers.

N04.03: : Express mixed numbers as improper fractions.

N04.05: : Represent a given improper fraction using concrete, pictorial, and symbolic forms.

N04.06: : Represent a given mixed number using concrete, pictorial, and symbolic forms.

N05: : Students will be expected to demonstrate an understanding of ratio, concretely, pictorially, and symbolically.

N05.01: : Represent a given ratio concretely and pictorially.

N05.03: : Express a given ratio in multiple forms, such as “three to five,” 3:5, 3 to 5, or 3/5.

N05.04: : Identify and describe ratios from real-life contexts and record them symbolically.

N05.05: : Explain the part-whole and part-part ratios of a set (e.g., For a group of three girls and five boys, explain the ratios 3:5, 3:8, and 5:8.).

N05.06: : Solve a given problem involving ratio.

N06: : Students will be expected to demonstrate an understanding of percent (limited to whole numbers) concretely, pictorially, and symbolically.

N06.01: : Explain that “percent” means “out of 100.”

N06.02: : Explain that percent is a ratio out of 100.

N06.03: : Represent a given percent concretely and pictorially.

N06.04: : Record the percent displayed in a given concrete or pictorial representation.

N06.05: : Express a given percent as a fraction and a decimal.

N06.06: : Identify and describe percent from real-life contexts, and record them symbolically.

N07: : Students will be expected to demonstrate an understanding of integers contextually, concretely, pictorially, and symbolically.

N07.01: : Extend a given number line by adding numbers less than 0 and explain the pattern on each side of 0.

N07.02: : Place given integers on a number line and explain how integers are ordered.

N07.03: : Describe contexts in which integers are used (e.g., on a thermometer).

N07.04: : Compare two integers; represent their relationship using the symbols <, >, and =; and verify using a number line.

N07.05: : Order given integers in ascending or descending order.

N08: : Students will be expected to demonstrate an understanding of multiplication and division of decimals (one-digit whole number multipliers and one-digit natural number divisors).

N08.01: : Model the multiplication and division of decimals using concrete and visual representations.

N08.02: : Predict products and quotients of decimals using estimation strategies.

N08.06: : Create and solve story problems that involve multiplication and division of decimals using multipliers from 0 to 9 and divisors from 1 to 9.

N08.07: : Solve a given problem, using a personal strategy, and record the process symbolically.

N09: : Students will be expected to explain and apply the order of operations, excluding exponents, with and without technology (limited to whole numbers).

N09.01: : Demonstrate and explain, with examples, why there is a need to have a standardized order of operations.

N09.02: : Apply the order of operations to solve multi-step problems with or without technology (e.g., computer, calculator).

PR: : Patterns and Relations

PR01: : Students will be expected to demonstrate an understanding of the relationships within tables of values to solve problems.

PR01.01: : Generate values in one column of a table of values, given values in the other column, and a pattern rule.

PR01.02: : State, using mathematical language, the relationship in a given table of values.

PR01.05: : Formulate a rule to describe the relationship between two columns of numbers in a table of values.

PR01.06: : Identify missing terms in a given table of values.

PR02: : Students will be expected to represent and describe patterns and relationships, using graphs and tables.

PR02.02: : Create a table of values from a given pattern or a given graph.

PR02.03: : Describe, using everyday language, orally or in writing, the relationship shown on a graph.

PR03: : Students will be expected to represent generalizations arising from number relationships using equations with letter variables.

PR03.01: : Write and explain the formula for finding the perimeter of any regular polygon.

PR03.02: : Write and explain the formula for finding the area of any given rectangle.

PR03.04: : Describe the relationship in a given table using a mathematical expression.

PR03.05: : Represent a pattern rule using a simple mathematical expression, such as 4d or 2n + 1.

PR04: : Students will be expected to demonstrate and explain the meaning of preservation of equality concretely, pictorially, and symbolically.

PR04.01: : Model the preservation of equality for addition using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

PR04.02: : Model the preservation of equality for subtraction using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

PR04.04: : Model the preservation of equality for division using concrete materials, such as a balance, or using pictorial representations, and orally explain the process.

PR04.05: : Write equivalent forms of a given equation by applying the preservation of equality and verify using concrete materials (e.g., 3b = 12 is the same as 3b + 5 = 12 + 5 or 2r = 7 is the same as 3(2r) = 3(7)).

M: : Measurement

M02: : Students will be expected to demonstrate that the sum of interior angles is 180° in a triangle and 360° in a quadrilateral.

M02.01: : Explain, using models, that the sum of the interior angles of a triangle is the same for all triangles.

M02.02: : Explain, using models, that the sum of the interior angles of a quadrilateral is the same for all quadrilaterals.

M03: : Students will be expected to develop and apply a formula for determining the perimeter of polygons, area of rectangles, or volume of right rectangular prisms.

M03.01: : Explain, using models, how the perimeter of any polygon can be determined.

M03.02: : Generalize a rule (formula) for determining the perimeter of polygons.

M03.03: : Explain, using models, how the area of any rectangle can be determined.

M03.04: : Generalize a rule (formula) for determining the area of rectangles.

M03.05: : Explain, using models, how the volume of any rectangular prism can be determined.

M03.06: : Generalize a rule (formula) for determining the volume of rectangular prisms.

M03.07: : Solve a given problem involving the perimeter of polygons, the area of rectangles, and/or the volume of right rectangular prisms.

G: : Geometry

G01: : Students will be expected to construct and compare triangles, including scalene, isosceles, equilateral, right, obtuse, or acute in different orientations.

G01.05: : Draw a specified triangle.

G03: : Students will be expected to perform a combination of translation(s), rotation(s), and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.

G03.01: : Demonstrate that a 2-D shape and its transformation image are congruent.

G03.02: : Model a given set of successive translations, successive rotations, or successive reflections of a 2-D shape.

G03.07: : Perform and record one or more transformations of a 2-D shape that will result in a given image.

G05: : Students will be expected to identify and plot points in the first quadrant of a Cartesian plane using whole number ordered pairs.

G05.02: : Plot a point in the first quadrant of a Cartesian plane given its ordered pair.

G05.03: : Match points in the first quadrant of a Cartesian plane with their corresponding ordered pair.

G05.04: : 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.

SP: : Statistics and Probability

SP01: : Students will be expected to create, label, and interpret line graphs to draw conclusions.

SP01.03: : Create a line graph from a given table of values or a set of data.

SP01.04: : Interpret a given line graph to draw conclusions.

SP02: : Students will be expected to select, justify, and use appropriate methods of collecting data, including questionnaires, experiments, databases, and electronic media.

SP02.02: : Design and administer a questionnaire for collecting data to answer a given question, and record the results.

SP02.03: : Answer a given question by performing an experiment, recording the results, and drawing a conclusion.

SP04: : Students will be expected to demonstrate an understanding of probability by identifying all possible outcomes of a probability experiment, differentiating between experimental and theoretical probability, determining the theoretical probability of outcomes in a probability experiment, determining the experimental probability of outcomes in a probability experiment, or comparing experimental results with the theoretical probability for an experiment.

SP04.01: : List the possible outcomes of a probability experiment, such as tossing a coin, rolling a die with a given number of sides, or spinning a spinner with a given number of sectors.

SP04.02: : Determine the theoretical probability of an outcome occurring for a given probability experiment.

SP04.03: : Predict the probability of a given outcome occurring for a given probability experiment by using theoretical probability.

SP04.04: : Conduct a probability experiment, with or without technology, and compare the experimental results to the theoretical probability.

SP04.05: : Explain that as the number of trials in a probability experiment increases, the experimental probability approaches the theoretical probability of a particular outcome.

SP04.06: : Distinguish between theoretical probability and experimental probability, and explain the differences.

Correlation last revised: 3/27/2023

Nova Scotia - Mathematics: 6th Grade

Mathematics Curriculum | Adopted: 2022

N: : Number

PR: : Patterns and Relations

M: : Measurement

G: : Geometry

SP: : Statistics and Probability