IDAHO ACHIEVEMENT STANDARDS



IDAHO CONTENT STANDARDS

GRADE 6 MATHEMATICS

|Cognitive level codes: |Calculator codes: |

|B: Memorize |CN: “calculator neutral.” Having or not having a calculator on this item will not affect students’ ability to |

|C: Perform procedures |demonstrate proficiency on this objective. |

|D: Demonstrate understanding |YES: calculator MUST be available in order for the student to demonstrate proficiency on this objective. |

|E: Conjecture, generalize, prove |NO: student MUST NOT have a calculator while completing this item in order to assess this objective. |

|F: Solve non-routine problems, make connections |CR: “calculator recommended.” For all items not assessing computation or estimation, calculator availability is |

| |recommended. |

Shaded objectives should be assessed in the classroom, but not included on the ISAT assessment.

Standard 1: Number and Operation

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |Objective 5 |Objective 6 |Objective 7 |

|Goal 2.1: Understand|6.M.2.1.1 Select and use |6.M.2.1.2 Apply estimation |6.M.2.1.3 Apply |6.M.2.1.4 Given the |6.M.2.1.5 Convert units of |6.M.2.1.6 Solve problems |6.M.2.1.7 Use appropriate |

|and use U.S. |appropriate units and tools |of measurement to real-world|understanding of |formulas, find the perimeter|measurement within each |involving perimeter and area|vocabulary and notations. |

|customary and metric|to make formal measurements |and content problems using |relationships to solve |or circumference and area of|system in one-step problems |of rectangles. (321.01.d) |(319.01.g) |

|measurements. |in both systems. (319.01.a) |standard measuring devices. |real-world problems related |triangles, circles and |(e.g., quarts to gallons and| | |

| | |(319.01.b) |to elapsed time. (319.01.f) |parallelograms (all kinds). |gallons to quarts). |CL: B, C |CL: B, D |

| |CL: B, C | | |(319.01.c, 321.01.e) |(319.01.e) |Calc: YES |Calc: CN |

| |Calc: CN |CL: B, C |CL: F | | |Content Limit: Formulas are |Content Limit: Assessed in |

| |Content Limit: Select |Calc: CN |Calc: CN |CL: B, C |CL: B, C |not provided. |the classroom, not on the |

| |appropriate units and tools |Content Limit: Assessed in |Content Limit: Time is |Calc: YES |Calc: CN | |ISAT. |

| |only. Units for length are |the classroom, not on the |limited to ¼, ½, and ¾ hours|Content Limit: Items may |Content Limit: Conversion | | |

| |inches, feet, yards, miles, |ISAT. |and listed in fraction form.|involve measurement, using a|within systems only (not | | |

| |millimeters, centimeters, | | |grid, or using a formula. |between). Customary length | | |

| |and meters. Units for time | | |Formulas are given within |units are inches, feet, and | | |

| |are seconds, minutes, hours,| | |the item. When using a grid,|yards; weight units are | | |

| |days, and years. Units for | | |lengths of sides of a figure|ounces and pounds; and | | |

| |weight are ounces, pounds, | | |are limited to whole |capacity units are cups, | | |

| |tons, grams, and kilograms. | | |numbers. The pi symbol (π) |pints, quarts, and gallons. | | |

| |Units for volume (capacity) | | |will be used. Answer choices|Customary conversions must | | |

| |are cups, quarts, gallons, | | |will be numerical only |be given within item. Time | | |

| |milliliters, and liters. | | |(e.g., answer 43.96, not |units are seconds, minutes, | | |

| |‘Use … tools to make formal | | |14π). Items will not provide|hours, days, and weeks. | | |

| |measurements’ to be assessed| | |area or circumference and |Metric prefixes include | | |

| |in the classroom, not on the| | |then require determining |milli-, centi-, and kilo- | | |

| |ISAT. | | |radius or diameter. |using base units of meter, | | |

| | | | | |gram and liter. Items should| | |

| | | | | |be set in real-world | | |

| | | | | |context. | | |

|Goal 2.3: Apply |No objectives at this grade | | | | | | |

|dimensional |level. | | | | | | |

|analysis. | | | | | | | |

Standard 3: Concepts and Language of Algebra and Functions

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |

|Goal 3.1: Use |6.M.3.1.1 Discuss the meaning and use of variables|6.M.3.1.2 Translate simple word statements into |6.M.3.1.3 Read and use symbols of “,” and | |

|algebraic symbolism |in simple expressions and equations. (320.01.a) |algebraic equations. (320.01.b) |“=” to express relationships. (320.01.c) | |

|as a tool to | | | | |

|represent |CL: |CL: C |CL: C | |

|mathematical |Calc: |Calc: CN |Calc: CN | |

|relationships. |Content Limit: Assessed in the classroom, not on |Content Limit: Whole numbers less than 50. |Content Limit: Use whole numbers less than 50 and | |

| |the ISAT. |Equations include one operation. May include one |expressions with no more than one operation on | |

| | |or two variables. |each side of the relation symbol. May include one | |

| | | |variable. | |

|Goal 3.2: Evaluate |6.M.3.2.1 Use the following properties in |6.M.3.2.2 Evaluate simple algebraic expressions | | |

|algebraic |evaluating numerical expressions: commutative, |using substitution. | | |

|expressions. |associative, identity, zero, inverse, and | | | |

| |distributive. (320.02.a) |CL: C | | |

| | |Calc: CN | | |

| |CL: B, C |Content Limit: Limit numbers to whole numbers less| | |

| |Calc: CN |than 100. | | |

| |Content Limit: Whole numbers less than 100. | | | |

|Goal 3.3: Solve |6.M.3.3.1 Solve one-step equations with whole | | | |

|algebraic equations |numbers. (320.03.a) | | | |

|and inequalities. | | | | |

| |CL: C | | | |

| |Calc: YES | | | |

| |Content Limit: Limit to whole number solutions | | | |

| |less than 100. Addition, subtraction, | | | |

| |multiplication, and division are allowed. | | | |

|Goal 3.4: Understand|6.M.3.4.1 Extend simple patterns and state a rule |6.M.3.4.2 Describe and extend patterns by using |6.M.3.4.3 Use mathematical models to show change |6.M.3.4.4 Use appropriate vocabulary. (323.01.d) |

|the concept of |(function) that generates the pattern using whole |manipulatives and pictorial representations. |in a real-world context. (323.01.c) | |

|functions. |numbers, decimals, and fractions as inputs. |(323.01.b) | |CL: |

| |(323.01.a) | |CL: D |Calc: |

| | |CL: D |Calc: YES |Content Limit: Assessed in the classroom, not on |

| |CL: E |Calc: CN |Content Limit: |the ISAT. |

| |Calc: YES |Content Limit: |Models appropriate for this grade level would | |

| |Content Limit: Patterns involve adding or |Pictorial only. Patterns must be growth patterns |include graphing linear relationships in the first| |

| |subtracting whole numbers, decimals, or fractions.|not repeating patterns. Shapes used may include |quadrant on a coordinate plane. | |

| |Fraction denominators limited to 2, 3, 4, and 5. |squares and/or triangles. | | |

| |Decimals to hundredths place. Items may ask the | | | |

| |student to extend the pattern, state the rule for | | | |

| |the pattern, or both. | | | |

|Goal 3.5: Represent |No objectives at this grade level. | | | |

|equations, | | | | |

|inequalities and | | | | |

|functions in a | | | | |

|variety of formats. | | | | |

|Goal 3.6: Apply |6.M.3.6.1 Use patterns to represent and solve | | | |

|functions to a |simple problems. | | | |

|variety of problems.| | | | |

| |CL: C, D | | | |

| |Calc: YES | | | |

| |Content Limit: Given an illustration of a pattern | | | |

| |or a situation in words that describes a pattern, | | | |

| |students extend the pattern to solve a problem. | | | |

| |Patterns may involve addition, subtraction, or | | | |

| |multiplication and whole numbers less than 100. | | | |

Standard 4: Concepts and Principles of Geometry

|Goals: |Objective 1 |Objective 2 |Objective 3 |Objective 4 |Objective 5 |Objective 6 |Objective 7 |

|Goal 4.1: Apply |6.M.4.1.1 Describe |6.M.4.1.2 Draw and measure |6.M.4.1.3 Apply fundamental |6.M.4.1.4 Describe |6.M.4.1.5 Identify |6.M.4.1.6 Discuss the |6.M.4.1.7 Use appropriate |

|concepts of size, |relationships among types of|various angles and shapes |concepts, properties, and |reflections, translations, |congruence, similarities, |spatial relationship between|vocabulary and symbols. |

|shape, and spatial |one- and two- dimensional |using appropriate tools. |relationships among points, |and rotations on various |and line symmetry of shapes.|two- and three-dimensional |(323.01.h) |

|relationships. |geometric figures, using |(321.01.b) |lines, rays, and angles. |shapes. (321.01.g) |(321.01.d) |objects. (321.01.f) | |

| |their defining properties. | |(321.01.c) | | | |CL: |

| |(321.01.a) |CL: | |CL: C |CL: D |CL: |Calc: |

| | |Calc: |CL: C |Calc: CN |Calc: CN |Calc: |Content Limit: Assessed in |

| |CL: |Content Limit: Assessed in |Calc: CN |Content Limit: ‘Describe’ |Content Limit: Shapes |Content Limit: Assessed in |the classroom, not on the |

| |Calc: |the classroom, not on the |Content Limit: Include |allows for selection of |limited to two-dimensional |the classroom, not on the |ISAT. |

| |Content Limit: Assessed in |ISAT. |parallel, intersecting and |description. Rotations may |figures. |ISAT. | |

| |the classroom, not on the | |perpendicular lines. Angles |be clockwise or | | | |

| |ISAT. | |include acute, right, |counterclockwise. Rotations | | | |

| | | |obtuse, and straight. |are in increments of 90 | | | |

| | | |Symbols that may be used |degrees. Responses will not | | | |

| | | |include: capital letter for |require naming of x-axis or | | | |

| | | |points, two-headed arrow |y-axis. Only one | | | |

| | | |above two capital letters |transformation per item is | | | |

| | | |for lines, line segment |allowed. Items may include a| | | |

| | | |above two capital letters |given description and a | | | |

| | | |for line segments, |graphic shown for each | | | |

| | | |one-headed arrow above two |answer option. | | | |

| | | |capital letters for rays, | | | | |

| | | |angle symbol with one | | | | |

| | | |capital letter or angle | | | | |

| | | |symbol with three capital | | | | |

| | | |letters for angles, and | | | | |

| | | |symbols for parallel, | | | | |

| | | |perpendicular, and right | | | | |

| | | |angle. | | | | |

|Goal 4.3: Apply |6.M.4.3.1 Identify and plot | | | | | | |

|graphing in two |points in the first quadrant| | | | | | |

|dimensions. |on a coordinate plane. | | | | | | |

| |(321.02.a) | | | | | | |

| | | | | | | | |

| |CL: C | | | | | | |

| |Calc: CN | | | | | | |

| |Content Limit: Coordinates | | | | | | |

| |are whole numbers. Point may| | | | | | |

| |be on positive x- or y-axis.| | | | | | |

Standard 5: Data Analysis, Probability, and Statistics

|Goals: |Objective 1 |Objective 2 |Objective 3 |

|Goal 5.1: Understand|6.M.5.1.1 Read and interpret tables, charts, and graphs, including |6.M.5.1.2 Explain and justify stated conclusions drawn from tables,|6.M.5.1.3 Use appropriate vocabulary and notations. (322.01.c) |

|data analysis. |broken line graphs, bar graphs, frequency tables, line plots, and |charts, and graphs. (322.01.b) | |

| |circle graphs. (322.01.a) | |CL: |

| | |CL: |Calc: |

| |CL: C, D |Calc: |Content Limit: Assessed in the classroom, not on the ISAT. |

| |Calc: YES |Content Limit: Assessed in the classroom, not on the ISAT. | |

| |Content Limit: Graphics may have at most ten data categories. | | |

| |Scales are in increments of 1, 2, 5, or 10, or must be consistent | | |

| |with real-world application. Bar graphs can be horizontal or | | |

| |vertical. Circle graphs may have at most six sectors. Data may be | | |

| |categorical or numerical. | | |

|Goal 5.2: Collect, |6.M.5.2.1 Collect, organize, and display the data with appropriate | | |

|organize, and |notation in tables, charts, and graphs, including broken line | | |

|display data. |graphs, bar graphs, frequency tables and line plots. (322.02.a) | | |

| | | | |

| |CL: C | | |

| |Calc: CR | | |

| |Content Limit: Given data, choose a display. Displays limited to | | |

| |broken line graph, bar graph, frequency table, and line plots. | | |

| |‘Collect’ data should be assessed in the classroom, not on the | | |

| |ISAT. | | |

|Goal 5.3: Apply |6.M.5.3.1 Find measures of central tendency – mean, median, and |6.M.5.3.2 Calculate the range of a set of data. (322.03.b) | |

|simple statistical |mode – with simple sets of data. (322.03.a) | | |

|measurements. | | | |

| |CL: C |CL: C | |

| |Calc: YES |Calc: CR | |

| |Content Limit: At most five numbers are used to calculate mean. At |Content Limit: Data set contains no more than 10 numbers. Data set | |

| |most nine numbers are used to calculate median (must be an odd |may include decimals to tenths. | |

| |number of items in data set given in numeric order). Mode can use | | |

| |up to 10 numbers. When determining the mode, the data set must | | |

| |contain a unique mode. Numbers are less than 300. | | |

|Goal 5.4: Understand|6.M.5.4.1 Predict, perform, and record results of simple |6.M.5.4.2 Use the language of probability. (322.04.b) | |

|basic concepts of |probability experiments. (322.04.a) | | |

|probability. | |CL: | |

| |CL: C |Calc: | |

| |Calc: YES |Content Limit: Assessed in the classroom, not on the ISAT. | |

| |Content Limit: Items using multiple trials must be done with | | |

| |replacement. Items may ask for the probability of a combination of | | |

| |outcomes (e.g., the probability of drawing a red marble or a green | | |

| |marble). Items may require the representation of all possible | | |

| |outcomes. | | |

|Goal 5.5: Make |6.M.5.5.1 Make predictions based on data. (318.01.c) | | |

|predictions or | | | |

|decisions based on |CL: E | | |

|data. |Calc: YES | | |

| |Content Limit: Data given in bar graph, circle graph, or table. | | |

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