# 6th - I Can Statements

Unit: Whole Numbers and Decimals, Measures of Central Tendency

• I can divide multi-digit numbers.

• I know that a decimal is a fraction with a denominator of 10, 100, 1000, etc. (use decimal models to show (10’s grid, 100’s grid))

• I can read decimal place value.

• I can compare and order decimals.

• I can add and subtract multi-digit decimals.

• I can multiply multi-digit decimals.

• I can divide multi-digit decimals.

• I can explain that there are three ways to describe a set of data: center, spread, and overall shape.

• I can find measures of center, including mean, median and mode.

• I can describe the spread of a set of data including extremes, clusters, gaps, and outliers.

• I know that a measure of center is a single value that summarizes a data set.

• I can find the range.

• I can apply the order of operations when evaluating both arithmetic and algebraic expressions.

Unit: Patterns and Variables

• I can use the distributive property to factor numeric expressions (using to help multiply large numbers and examples such as 15 + 25 = 5(3 + 5). )

• I can translate a relationship given in words into an algebraic expression.

• I can identify parts of an algebraic expression by using correct mathematical terms such as sum, product, etc.

• I know the difference between an expression that represents a sum or difference versus an expression that represents a product or quotient.

• I can evaluate an expression for a given value.

• I can substitute values in formulas to solve real-world problems.

• I can apply the order of operations when evaluating both arithmetic and algebraic expressions.

• I can solve one step equations (decimals, not fractions) of the form x + a = b and ax = b

• I can write and solve equations that represent real world problems.

• I can explain that solving an equation or inequality leads to finding the value or values of the variable that will make the equation or inequality true.

• I can substitute a given value into an algebraic equation or inequality to determine whether it is part of the solution set.

• I can use a visual model to demonstrate the distributive property.

• I can use the distributive property to generate equivalent expressions.

• I can combine like terms to generate equivalent expressions (only simple expressions with nonnegative numbers)

• I can determine whether two expressions are equivalent by using the same value to evaluate both expressions.

• I can use the properties of operations to justify that two expressions are equivalent.

• I can create a table of two variables that represents a real-world situation in which one quantity will change in relation to another.

• I can explain the difference between the independent and dependent variables.

• I can give examples of independent and dependent variables.

• I can determine the independent and dependent variable in a relationship.

• I can write an algebraic equation that represents the relationship between two variables.

• I can create a graph by plotting the independent variable on the x-axis and the dependent variable on the y-axis of a coordinate plane.

• I can analyze the relationship between the dependent and independent variables by comparing the table, graph, and equation.

• I can use a variable to write an algebraic expression that represents a real-world situation.

• I can explain and give examples of how a variable can represent a single unknown number.

• I can use a variable to write an expression that represents a consistent relationship in a particular pattern.

Unit: Factors, Multiples and Introduction to Fractions

• I can find the factors of any given number, less than or equal to 100.

• I can find the greatest common factor of any two numbers, less than or equal to 100.

• I can create a list of multiples for any number less than or equal to 12.

• I can convert between mixed numbers and improper fractions.

• I can compare and order fractions.

• I can convert between decimals and fractions.

• I can find equivalent fractions.

• I can reduce a fraction.

• I can explain the meaning of a number raised to a power.

• I can write numerical expressions involving whole-number exponents.

• I can evaluate numerical expressions involving whole-number exponents.

• I can reduce fractions.

• I can add and subtract fractions.

• I can find common denominators.

• I can add mixed numbers.

• I can subtract mixed numbers.

• I can use a model to represent multiplication of fractions.

• I can multiply fractions.

• I can solve real world problems involving multiplication of fractions.

• I can create stories for problems involving multiplication of fractions.

• I can use a model to represent the division of a fraction by a fraction.

• I can divide fractions by fractions using an algorithm.

• I know that the answer to a division problem can be checked by creating a multiplication problem.

• I can solve real world problems involving division of fractions and interpret the quotient in contest of the problem.

• I can create stories for problems involving division of fractions.

• I can use a ratio as a conversion factor when working with measurements of different units.

Unit: Ratios & Percents

• I can define the term ratio.

• I can give examples of ratios.

• I can write a ratio that describes a relationship between two quantities.

• I can explain what a ratio represents.

• I can explain what a unit rate is.

• I can give examples of unit rates.

• I can recognize a ratio written as a unit rate.

• I can explain a unit rate.

• I can convert a ratio to a unit rate.

• I can describe the ratio relationship represented by a unit rate.

• I can use diagrams to solve real world problems involving proportional thinking.

• I can create a table of equivalent ratios.

• I can use proportional relationship to find missing values in a table of equivalent ratios.

• I can compare ratios presented in various tables.

• I can plot corresponding values from an equivalent ratio table on a coordinate grid.

• I can use proportional reasoning to solve unit rate problems.

• I can explain the meaning of percent.

• I can convert a fraction or decimal into a percent.

• I can convert a percent into a fraction or decimal.

• I can write a percent as a rate per one-hundred.

• I can use visual representations (strip diagrams, percent bars, hundreds grids) to model percents.

• I can use proportional reasoning to find percent of a given number.

• I can use proportional reasoning to find the whole when given both the part and the percent.

Unit: Integers and Inequalities

• I can describe and give examples of how positive and negative numbers are used to describe quantities having opposite directions or opposite values.

• I can recognize that positive and negative signs represent opposite values and/or directions.

• I can explain that the number zero is the point at which direction or value will change.

• I can use positive and negative numbers along with zero to represent real world situations.

• I can locate rational numbers on a number line.

• I can read a point from a number line.

• I can plot a number and its opposite on a number line.

• I recognize that a number and its opposite are equidistant from zero.

• I can find the opposite of any given numbers including zero.

• I can locate ordered pairs on a coordinate plane.

• I can read a point from a coordinate plane.

• I can order two numbers on a number line when given an inequality.

• I can interpret a real world situation given an inequality.

• I can define absolute value using a number line.

• I can describe absolute value as the distance away from zero for a real world situation.

• I can interpret signed numbers and absolute value of a signed number in real world situations (32 degrees below zero or -32 degrees)

• I can graph points in any quadrant of coordinate plane to solve real-world and mathematical problems.

• I can use absolute values to find the distance between two points with the same x-coordinate or the same y-coordinate.

• I can write a simple inequality to represent a real-world problem.

• I can explain what the solution of an inequality represents.

• I can show the solution set of an inequality by graphing it on a number line.

Unit: Geometry and Measurement

• I can show how to find the area of parallelogram by breaking its parts into a rectangle.

• I can show how to find the area of a right triangle by combining two of them into rectangles.

• I can show how to find the area of a triangle by combining two of them to form a parallelogram or rectangle.

• I can show how to find the area of a trapezoid by breaking them into triangles or combining two of them into rectangles/parallelograms.

• I can show how to find the area of other polygons by breaking them into triangles or combining them into rectangles or parallelograms.

• I can explain where the formulas for area of rectangles, parallelograms, triangles, and trapezoids come from.

• I can solve real-world problems that involve finding the area of polygons.

• I can match a net to the correct right rectangular prism, right triangular prism, right square pyramid, and right tetrahedron.

• I can draw a net for a given rectangular prism, right triangular prism, right square pyramid, or right tetrahedron.

• I can use a net to find the surface area of a 3D shape (see shapes above)

• I can solve real-world problems that involve finding the surface area of 3D shapes (see shapes above)

• I can find the volume of right rectangular prisms using unit cubes and layers to show the volume.

• I can generalize finding the volume of a right rectangular prism to equation V = lwh.

• I can solve real-world problems involving the volume of right rectangular prisms.

• I can plot vertices in the coordinate plane to draw specific polygons.

• I can use the coordinates of the vertices of a polygon to find the length of a specific side.

• I can plot points, draw figures, and find lengths on the coordinate plane to solve real-life problems.

• I can use a ratio as a conversion factor when working with measurements of different units.

Unit: Statistics

• I can describe the overall shape of a set of data including the symmetry or skewness.

• I can find the interquartile range.

• I can find the absolute deviation of a data set.

• I can make a line plot or dot plot.

• I can make a histogram.

• I can make a box plot.

• I can find the upper and lower quartiles, median, and least and greatest value.

• I can identify similarities and differences of representing the same data with different representations (like line plot, histogram, or box plot).

• I can decide and explain which type of plot is the best way to display my data depending on what I want to communicate about the data.

• I can write a data collection summary that includes the number of observations, what is being investigated, how it is measured, and the units of measurement.

• I can determine the measures of center and measures of variability of the collected data.

• I can justify the use of a particular measure of center of measure of variability based on the shape of the data.

• I can use a measure of center and a measure of variation to draw inferences about the shape of data distribution.

• I can describe overall patterns in the data and how they relate to the context of the problem.

• I can describe any deviations from the overall pattern and how they relate to the context of the problem.

• I can explain what makes a good statistical question.

• I can develop a question that can be used to collect statistical information.

**Italicized is for 2012-2013 material only!