N6.2 I can demonstrate understanding of factors and multiples (concretely, pictorially, and symbolically) including: determining factors and multiples of numbers less than 100 relating factors and multiples to multiplication and division determining and relating prime and composite numbers. [C, CN, ME, PS, R] I can describe examples of factors OR multiples in real life situations. I can explain the meaning of factors AND multiples and give examples from my own life. I can determine the multiples of numbers less than 100, and explain the process. I can create my own strategies for finding factors and multiples of numbers up to and greater than 100. I can represent a set of whole-numbered multiples for a given quantity concretely OR pictorially. I can represent a set of whole-numbered multiples for a given quantity concretely, pictorially, OR symbolically. I can represent a set of whole-numbered multiples for a given quantity concretely, pictorially, OR symbolically and explain the strategy used to create the representation. I can represent a set of whole-numbered multiples for a given quantity concretely, pictorially, AND symbolically and explain the strategy used to create the representation. I can explain what a prime or composite number is. I can explain what a prime or composite number is and use a few strategies to determine if numbers are either prime or composite for numbers up to 100. I can utilize several strategies to determine if numbers are either prime or numbers up to 100, and explain my reasoning. I can explain and use my own strategies for determining prime or composite numbers greater than 100. Comments
N6.3 I can demonstrate understanding of the order of operations on whole numbers (excluding exponents) with and without technology. [CN, ME, PS, T] I can apply the order of operations to a given, expression involving whole numbers (excluding exponents) and sometimes get the correct answer, with or without technology. I can apply the order of operations to a given, expression involving whole numbers (excluding exponents) and get the correct answer, with or without technology. I can apply the order of operations to a given, multiple-step expression involving whole numbers (excluding exponents) and get the correct answer, with or without technology. I can apply the order of operations to a given, complex, multiple-step expression involving whole numbers (possibly including exponents) and get the correct answer, with or without technology. I can identify expressions for which I need to use order of operations to simplify them. I can verify, using technology, that the simplification of an expression using order of operations is correct. I can find and correct errors in the simplification of an expression involving multiple steps. I can find and correct any errors in the simplification of a complex expression involving multiple steps. I can identify when there is a need for order of operations in a problem. I can solve some basic problems involving the application of order of operations. I can solve basic problems involving the application of order of operations and explain my reasoning. I can solve complex, multiple-step problems involving the application of order of operations, explain my reasoning, and verify that my solution is correct. Comments
N6.4 I can extend understanding of multiplication and division to decimals (1-digit whole number multipliers and 1-digit natural number divisors). [C, CN, ME, PS, R] With help I can estimate the product of decimals and 1 – digit whole number multipliers with some accuracy, and explain my process. I can estimate the product of decimals and 1 – digit whole number multipliers with some accuracy, and explain my process. I can accurately estimate the product of decimals and 1 – digit whole number multipliers, and explain my process. I can accurately estimate the product of decimals and 1-digit whole number multipliers, and explain the strategies I choose. With help I can estimate the product of quotient and 1 – digit whole number divisors with some accuracy, and explain my process. I can estimate the quotient of decimals and 1 – digit whole number divisors with some accuracy, and explain my process. I can accurately estimate the quotient of decimals and 1 – digit whole number divisors, and explain my process. I can accurately estimate the quotient of decimals and 1-digit whole number divisors, and explain the strategies I choose. With help, I can solve simple multiplication questions with decimals greater than thousandths involving 1 – digit whole number multipliers. I can solve simple multiplication questions with decimals greater than thousandths involving 1 – digit whole number multipliers. I can solve multiplication questions with decimals involving 1 – digit whole number multipliers. I can solve multiplication questions with involving 1 – digit whole number multipliers, and explain my reasoning. With help, I can solve simple division questions with decimals greater than thousandths involving 1 – digit whole number divisors. I can solve simple division questions with decimals greater than thousandths involving 1 – digit whole number divisors. I can solve division questions with decimals involving 1 – digit whole number divisors. I can solve division questions with decimals involving 1 – digit whole number divisors, and explain my reasoning.
N6.5 I can demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically. [C, CN, PS, R, V] I can model representations for percents (up to 100) concretely, pictorially, OR symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, OR symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, AND symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, and symbolically in a variety of unique ways (e. g. relating 12:15 on a clock to ¼ of an hour, which is 25%). I can write the percent of a pictorial representation. I can write an equivalent fraction OR decimal for a whole-numbered percent. I can write an equivalent fraction AND decimal for a whole-numbered percent and explain how they are related. I can write an equivalent fraction and decimal for a whole-numbered percent and explain how they are related to each other and to the number 100. I can observe and describe examples of percents (up to 100) relevant to myself, my family, or my community. I can solve situational problems involving percents (up to 100). I can solve situational problems involving percents (up to 100) and justify my answer. I can create and solve complex situational problems involving percents (up to 100), verify that my answer is correct, and explain my reasoning. Comments
N6.6 I can demonstrate understanding of integers concretely, pictorially, and symbolically. [C, CN, R, V] Concrete I can describe examples of integers in my own life. I can explain the meaning of the number quantities in examples of integers I find in my own life. I can match symbols to my explanations of the examples of integers I find in my own life. I can match symbols to explanations of examples of integers I find in my own life and in new situations. Pictorial I can represent integers for given situations, using pictures or materials. I can explain the meaning of the number quantities in my representations of integers in given situations, using pictures or materials. I can match symbols to my explanations of representations of integers in given situations, in pictures or materials. I can match symbols to my explanations of representations of integers a variety of situations I choose, in pictures or materials. Symbolic I can write an integer to represent a situation. With help, I can represent the situation in the word problem. I can compare two integers using <, >, or =. I can represent the situation in a word problem involving integers. I can order a set of integers, and explain my reasoning. I can solve simple word problems involving integers. I show deep understanding of integers (e.g. by extending a given number line of integers, correcting errors of integers on a number line.) I can solve multi-step word problems involving integers. Comments
N6.7 I can extend understanding of fractions to improper fractions and mixed numbers. [CN, ME, R, V] I can tell the difference between an improper fraction and a mixed number. I can demonstrate concretely, pictorially, OR physically how an improper fraction and a mixed number can represent the same quantity. I can demonstrate AND explain concretely, pictorially, OR physically how an improper fraction and a mixed number can represent the same quantity. I can demonstrate and explain concretely, pictorially, AND physically how an improper fraction and a mixed number can represent the same quantity. I can convert an improper fraction to a mixed number OR a mixed number to an improper fraction. I can convert an improper fraction to a mixed number AND a mixed number to an improper fraction. I can explain how to convert an improper fraction to a mixed number AND a mixed number to an improper fraction and write the resulting equality symbolically. I can explain how to convert an improper fraction to a mixed number AND a mixed number to an improper fraction in multiple ways, and write the resulting equality symbolically. I can order a set of proper fractions and whole numbers on a number line. I can order a set of fractions, including whole numbers, mixed numbers, OR improper fractions, on a number line. I can order a set of fractions, including whole numbers, mixed numbers, AND improper fractions, on a number line. I can order a set of fractions, including whole numbers, mixed numbers, AND improper fractions, on a number line, and explain my placement choices. I can describe situations relevant to myself, my family, or my community in which quantities greater than a whole (but which are not whole numbers) may occur. I can solve problems involving improper fractions OR mixed numbers. I can solve problems involving improper fractions AND mixed numbers and explain my reasoning. I can solve complex, problems involving improper fractions and mixed numbers, explain my reasoning, and verify my solution.