Sixth Grade Curriculum

Reading Standards for the Archdiocese of Detroit

Literature Key Ideas and Details

R.L.6.1 Read closely to determine what the text says explicitly and to make logical inferences from it.

R.L.6.1a Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.L.6.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas distinct from personal opinions or judgments.

R.L.6.3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

R.L.6.4 Describe how a plot unfolds in a series of episodes and how characters respond or change as the plot moves toward a resolution.

Craft and Structure

R.L.6.5 Analyze elements and style of narrative genre including, but not limited to: folktales, fantasy, adventure, and action.

R.L.6.6 Analyze the role of dialogue, plot, characters, themes, major and minor characters, and climax.

R.L.6.7 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.L.6.8 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole, as well as contributing to the development of the theme, setting, or plot.

R.L.6.9 Analyze how authors use dialogue, imagery, and understatement to develop plot.

R.L.6.10 Explain and assess how an author develops the point of view of the narrator or speaker in a text and how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

R.L.6.11 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

R.L.6.11a Compare and contrast the experience of reading literature versus viewing an audio, video, or live version of the text.

R.L.6.11b Compare and contrast what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

R.L.6.12 Analyze how two or more texts in different forms or genres address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

R.L.6.13 Connect personal knowledge, experiences and understanding of the world to themes and perspectives in text.

R.L.6.14 State global themes, universal truths, and principles within and across text to create a deeper understanding (ex. friendship, courage, faith).

Range of Reading and Level of Text Complexity

R.L.6.15 Independently self-monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretive discussions: predicting, constructing mental images, representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing.

Informational Text

Key Ideas and Details

R.I.6.1 Read closely to determine what the text says explicitly and make logical inferences from it.

R.I.6.1a Cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

R.I.6.2 Determine central ideas or themes of a text and analyze their development through particular details; summarize the key supporting details and ideas distinct from personal opinions or judgments.

R.I. 6.3 Analyze in detail how and why individuals, events, and ideas are introduced, illustrated, and developed as well as how they interact over the course of a text (e.g., through anecdotes or examples).

R.I.6.4 Explain how authors use text features to enhance understanding of central, key and supporting ideas (footnotes, bibliographies, introductions, summaries, conclusions, appendices). Craft and Structure

R.I.6.5 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

R.I.6.6 Analyze elements and style of informational genres (research report, how-to articles, essays, etc.).

R.I.6.7 Analyze the structure and organizational patterns of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) contribute to the development of the ideas and relate to each other and the whole.

R.I.6.8 Determine an author’s point of view or purpose in a text and explain how it is conveyed as well as how it shapes the content and style of a text.

Integration of Knowledge and Ideas

R.I.6.9 Integrate and evaluate information and content presented in diverse formats and media, including visually and quantitatively, as well as in words.

R.I.6.10 Trace and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence to determine those that are supported by evidence and those that are not.

R.I.6.11 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take (e.g., a memoir written by and a biography on the same person).

R.I.6.12 Connect personal knowledge, experiences and understanding of the world to themes and perspectives in text.

R.I.6.13 State global themes, universal truths, and principles within and across text to create a deeper understanding (ex. global trends, change over time). Range of Reading and Level of Text Complexity

R.I.6.14 Independently monitor comprehension when reading or listening to text by automatically using and discussing the strategies used by mature readers to increase comprehension and engage in interpretive discussions: predicting, constructing mental images, representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing.

R.I.6.14a Use reading strategies specific to informational text which focus on using features of the text (ex. headings, bold type, captions, pictures, etc.).

R.I.6.15 Plan, monitor, regulate, and evaluate skills, strategies, and processes for independent reading comprehension by applying appropriate metacognitive skills (ex. SQ3R, pattern guides, process of reading guides).

R.I.6.16 Read and comprehend literary nonfiction and informational texts, including history/social studies, science, and technical texts independently and proficiently at the sixth grade text complexity level.

Writing Text Types and Purposes

W.6.1 Formulate research questions using multiple resources and perspectives that allow students to organize, analyze, and explore problems and pose solutions that culminate in a presented, final project.

W.6.2 Write persuasive pieces (an opinion statement) or arguments to support claims with clear reasons and relevant evidence.

W.6.2a Introduce claims and organize the reasons and evidence clearly and in detail.

W.6.2b Support claims to the audience with clear reasons and relevant evidence, using credible sources and demonstrating and understanding of the topic or text.

W.6.2c Use words, phrases, and clauses to clarify the relationships among claims and reasons.

W.6.2d Establish and maintain a formal style.

W.6.2e Provide a concluding statement or section that flows from the argument presented.

W.6.3 Write a personal experience essays for an authentic audience that includes organizational patterns that support key ideas.

W.6.4 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.4a Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia, when useful, to aid comprehension.

W.6.4b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information examples.

W.6.4c Convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.6.4d Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.4e Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.4f Establish and maintain a formal style.

W.6.4g Provide a concluding statement or section that flows from the information or explanation presented.

W.6.5 Write narrative pieces (ex. short story, tall tale, folk tale, fantasy) that develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences.

W.6.5a Build foundation for the audience by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.5b Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events and/or major and minor characters, internal/external conflict, and address issues of plot, theme, and imagery.

W.6.5c Use a variety of transitional words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.5d Use precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.

W.6.5e Provide a conclusion that flows from the narrated experience or events.

W.6.6 Write descriptive pieces with a clear detailed picture of a person, place, thing, or event.

W.6.7 Write prayers, petitions, and journal entries using personal reflection based on scripture and Catholic social teachings.

Production and Distribution of Writing

W.6.8 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.9 Exhibit individual style to enhance the written message (in narrative text: personification, humor, element of surprise; in informational text: emotional appeal, strong opinion, credible support).

W.6.10 With guidance and support from peers and adults, as well as independently, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.11 Edit writing using proofreaders’ checklists both individually and in peer editing groups. W.6.12 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge

W.6.13 Apply a variety of pre-writing strategies for both narrative and informational text.

W.6.14 Summarize, take notes on key points, and ask clarifying questions pertaining to a research topic.

W.6.15 Conduct both short and sustained research projects based on focused questions, drawing on several sources while demonstrating understanding of the subject under investigation; refocus the inquiry when appropriate.

W.6.16 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.6.17 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Range of Writing

W.6.18 Build endurance by writing over extended time frames for a range of tasks, purposes, and audiences (time for research, reflection, and revision).

Handwriting

W.6.19 Use cursive writing to write legibly across all content areas.

Speaking and Listening

Comprehension and Collaboration

S.L.6.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

S.L.6.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

S.L.6.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

S.L.6.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

S.L.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

S.L.6.2 Integrate, interpret, and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally; explain how it contributes to a topic, text, or issue under study.

S.L.6.3 Identify a speaker’s affective communications (tone of voice) to the non-verbal message communication (eye contact, posture, gestures).

S.L.6.4 Evaluate a speaker’s point of view, use of evidence and rhetoric, arguments, and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

S.L.6.5 Identify persuasive and propaganda techniques used in television, and identify false and misleading information.

S.L.6.6 Analyze, discuss, engage in and promote appropriate listening, viewing, and speaking habits that are in line with Catholic teachings.

Presentation of Knowledge and Ideas

S.L.6.7 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes. Use appropriate eye contact, adequate volume, and clear pronunciation.

S.L.6.8 Present information in such a way that listeners can follow the line of reasoning and that organization, development, and style are appropriate to task, purpose, and audience.

S.L.6.9 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

S.L.6.10 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

S.L.6.11 Use rhyme, rhythm, cadence, and word play for effect when presenting.

Oral Prayer

S.L.6.12 Engage in daily spoken prayers while maintaining appropriate posture, gesture, and eye contact.

Language Conventions of Standard English

L.6.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

L.6.1a Ensure that pronouns are in the proper case (subjective, objective, and possessive).

L.6.1b Use intensive (e.g., myself, ourselves), indefinite and predicate pronouns.

L.6.1c Recognize and correct inappropriate shifts in pronoun number and person. L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

L.6.1e Use transitive/intransitive verbs, comparative adjectives/adverbs, adjective/adverb phrases and clauses correctly.

L.6.1f Utilize superlatives, conjunctions, and additional parts of speech correctly.

L.6.1g Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

L.6.2 Diagram sentences including: subject, predicate, noun, verbs, objects and prepositional phrases.

L.6.3 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

L.6.3a Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

L.6.3b Spell grade appropriate words correctly consulting references when needed.

L.6.4 Use style conventions (MLA) and a variety of grammatical structures in writing. Knowledge of Language

L.6.5 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

L.6.5a Vary sentence patterns for meaning, reader/listener interest, and style. L.6.5b Maintain consistency in style and tone.

Vocabulary Acquisitions and Use

L.6.6 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

L.6.6a Use context as a clue to the meaning of a word or phrase.

L.6.6b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word.

L.6.6c Consult both print and digital reference materials to find the pronunciation of a word to determine or clarify its precise meaning or its part of speech.

L.6.6d Verify the preliminary determination of the meaning of a word or phrase by checking the inferred meaning in context or in a dictionary.

L. 6.7 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L. 6.7a Interpret figures of speech (e.g., personification) in context.

L. 6.7b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

L. 6.7c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, thrifty).

L. 6.8 Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Sixth Grade Mathematics Standards for the Archdiocese of Detroit

Ratios & Proportional Relationships

Understand ratio concepts and use ratio reasoning to solve problems

6.RP.A.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes the ratio A to C is 1:3 or 1/3.”

6.RP.A.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to

4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.(75/15=5/1)”.

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams (fraction bars), double number line diagrams, or equations.

6.RP.A.3a Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

6.RP.A.3b Find equivalent ratios by scaling up or scaling down.

6.RP.A.3c Solve unit rate problems including those involving unit pricing, and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

6.RP.A.3d Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

6.RP.A.3e Calculate part of a number given the percentage and the number (e.g., 20% of $5 is what part of $5?).

6.RP.A.3f Solve contextual problems involving percentages such as sales taxes and tips.

6.RP.A.3g For applied situations, estimate the answers to calculations involving operations with rational numbers (e.g. 1/2 of 55 is about 25).

6.RP.A.3h Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities (e.g. ½ yard is equivalent to 18 inches).

6.RP.A.3i Convert between basic units of measurement within a single measurement system (square inches to square feet).

The Number System

Apply and extend previous understandings of multiplication and division.

6.NS.A.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi? Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.A.2 Understand division of fractions and whole numbers as the inverse of multiplication (e.g., 4/2=4 x 1/2).

6.NS.A.3 Solve for the unknown value in equations such as 1/4 ÷ n = 1/8.

6.NS.A.4 Multiply and divide any two fractions, including mixed numbers, fluently. Compute fluently with multi-digit numbers and find common factors and multiples.

6.NS.B.5 Fluently divide multi-digit numbers using the standard algorithm.

6.NS.B.6 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

6.NS.B.7 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12.

6.NS.B.8 Use the distributive property to express a sum of two whole numbers 1– 100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4(9+ 2). Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.B.9 Find the greatest common factor and least common multiple for two or more whole numbers using prime factorization. Apply and extend previous understandings of numbers to the system of rational numbers.

6.NS.C.10 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

6.NS.C.11 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinate.

6.NS.C.11a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., –(–3) = 3, and that 0 is its own opposite. Understand that 0 is an integer that is neither negative nor positive.

6.NS.C.11b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

6.NS.C.11c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

6.NS.C.12 Understand that rational numbers are quotients of integers (non- zero denominators); a rational number is either a fraction or a negative fraction.

6.NS.C.13 Understand that a fraction or a negative fraction is a quotient of two integers (-8/3 is -8÷3).

6.NS.C.13a Represent rational numbers as fractions or decimals (terminating or repeating) when possible, and translate between the representations.

6.NS.C.14 Add, subtract, multiply, and divide positive rational numbers fluently.

6.NS.C.15 Understand integer subtraction as the inverse of integer addition. 6.NS.C.16 Understand integer division as the inverse of integer multiplication.

6.NS.C.17 Add and multiply integers between -10 and 10; subtract and divide integers using the related facts. Use the number line and chip models for addition and subtraction. 6.NS.C.18 Understand and use positive exponents with integers.

6.NS.C.18a Express numbers in scientific notation.

6.NS.C.19 Understand the concept of square root and cube root. 6.NS.C.20 Understand ordering and absolute value of rational numbers.

6.NS.C.20a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on a number line oriented from left to right.

6.NS.C.20b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write –3 oC > –7 oC to express the fact that –3 oC is warmer than –7 oC.

6.NS.C.20c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars.

6.NS.C.20d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than –30 dollars represents a debt greater than 30 dollars.

6.NS.C.21 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

Expressions & Equations

Apply and extend previous understandings of arithmetic to algebraic expressions.

6.EE.A.1 Write and evaluate numerical expressions involving whole-number exponents.

6.EE.A.2 Write, read, and evaluate expressions in which letters stand for numbers (variables).

6.EE.A.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 – y, or 8 is less than y as y - 8.

6.EE.A.2b Identify parts of an expression using mathematical terms (sum, difference, product, quotient, term, factor, coefficient, variable, constant); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.

6.EE.A.2c Evaluate expressions. Include expressions that arise from formulas used in real-world problems. For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. (Order of Operations).

6.EE.A.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3 (2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.

6.EE.A.4 Identify and explain when two expressions are equivalent. For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for. Reason about and solve one-variable equations and inequalities.

6.EE.B.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

6.EE.B.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px = q for cases in which p, q and x are all nonnegative rational numbers.

6.EE.B.8 Distinguish between an algebraic expression and an equation.

6.EE.B.9 Understand that adding or subtracting the same number to both sides of an equation creates a new equation that has the same solution.

6.EE.B.10 Understand that multiplying or dividing both sides of an equation by the same non-zero number creates a new equation that has the same solutions.

6.EE.B.11 Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams. Represent and analyze quantitative relationships between dependent and independent variables.

6.EE.C.12 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d = 65t to represent the relationship between distance and time.

Represent Linear Functions Using Tables, Equations, and Graphs

6.EE.D.13 Understand that relationships between quantities can be represented by graphs and tables.

6.EE.D.14 Solve simple problems involving linear functions whose input values are integers; write the equation; graph the resulting ordered pairs of integers.

6.EE.D.15 Represent simple relationships between quantities using verbal descriptions, formulas or equations, tables, and graphs.

Geometry

Solve real-world and mathematical problems involving area, surface area, and volume.

6.G.A.1 Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

6.G.A.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

6.G.A.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

6.G.A.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

6.G.A.5 Understand and apply basic properties of lines, and angles.

6.G.A.5a Understand congruence of corresponding and alternate interior angles when parallel lines are cut by transversal, and that such congruencies imply parallel lines.

6.G.A.5b Locate interior and exterior angles of any triangle, and use the property that an exterior angle of a triangle is equal to the sum of the remote (opposite) interior angles.

6.G.A.6 Understand and apply basic properties of triangles, including: triangle inequality relationships of vertical angles, complementary angles, supplementary angles.

6.G.A.7 Understand that for polygons, congruence means corresponding sides and angles have equal measures. 6.G.A.7a know that the sum of the exterior angles of a convex polygon is 360º.

6.G.A.8 Understand the basic rigid motions (transformations) in the plane (reflections, rotations, translations).

6.G.A.8a Understand and use simple compositions of basic rigid transformations (a translation followed by reflection).

Statistics & Probability

Develop understanding of statistical variability.

6.SP.A.1 Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

6.SP.A.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

6.SP.A.3 Recognize that a measure of center (median and/or mean) for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number. Summarize and describe distributions.

6.SP.B.4 Display numerical data in plots on a number line, including dot plots, circle graphs, stem and leaf plots, histograms, box and whisker plots, and select appropriate representation to address questions.

6.SP.B.5 Summarize numerical data sets in relation to their context.

6.SP.B.5a Reporting the number of observations.

6.SP.B.5b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

6.SP.B.5c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking.

6.SP.B.5d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

Science- Based on MI Grade Level and High School Content Expectations 2007

Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems. Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology. Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.

Physical Science -Sixth grade students deepen their understanding of energy through investigations into kinetic and potential energy and the demonstration of the transformation of kinetic energy. Through the investigation of energy transfer by radiation, conduction, or convection, students are introduced to the concept that energy can be transferred while no energy is lost or gained. Students begin to see the connections among light, heat, sound, electricity, and magnetism. They gain an understanding that energy is an important property of substances and that most changes observed involve an energy transfer. Students will understand energy by observing multiple forms of energy transfer and begin to dispel the misconception that energy is linked to fuel or something that is stored, ready to use, and gets consumed. Sixth grade students also build on their understanding of changes in matter by exploring states in terms of the arrangement and motion of atoms and molecules. They are given the opportunity to design investigations that provide evidence that mass is conserved as it changes from state to state.

Life Science Sixth grade students build on their prior knowledge by exploring classifications of organisms based on their source of energy (producers, consumers, and decomposers) and distinguish between ways in which organisms obtain energy. The study of ecosystems at this level includes interactions of organisms within populations, communities, and ecosystems including examples in the Great Lakes region. Students recognize patterns in ecosystems and broaden their understanding from the way one species lives in an environment to how populations and communities interact. They explore how populations can be mutually beneficial and how that relationship can lead to interdependency. The final course of study in ecosystems for the sixth grader includes biotic and abiotic factors in an ecosystem that influence change. Included is the consequence of overpopulation of a species, including humans. Students explore how humans affect change, purposefully and accidentally, and recognize possible consequences for activity and development.

Earth Science -Sixth grade students develop a deeper understanding of the Earth through the exploration of the rock cycle, phenomena that shape the Earth, and Earth’s history. In the elementary curriculum, students observed a variety of Earth materials and identified different properties that help sustain life. Sixth grade students explore the formation and weathering of rocks and how different soil types are formed. Their

knowledge continues through study of movement of lithospheric plates, major geological events, and layers of the Earth. Students are introduced to the concept of the Earth as a magnet. The Earth science curriculum includes a deeper exploration into rocks, rock layers, and fossils. They provide evidence of the history of the Earth and are used to measure geologic time. Fossils provide evidence of how life and environmental conditions have changed over long periods of time. The concept of energy in the sixth grade curriculum is integral throughout the study in physical, life, and Earth science. Students gain a deeper understanding of the concept when encouraged to apply what they know about energy transfer to energy in ecosystems and the rapid and gradual changes on Earth.

Social Studies-Based on MI Grade Level and High School Content Expectations 2007

The World in Temporal Terms – Historical Habits of MindStudents will identify the conceptual devices to organize their study of the world. They will compare cultural and historical interpretation. They will use the process of reasoning based on evidence from the past and interpret a variety of historical documents recognizing fact from opinion and seeking multiple historical perspectives and will evaluate evidence, compare and contrast information, interpret the historical record, and develop sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

WHG Era 1 – The Beginnings of Human Society: Beginnings to 4000 B.C.E./B.C.Students will explain the basic features and differences between hunter-gatherer societies and pastoral nomads. Analyze and explain the geographic, environmental, biological, and cultural processes that influenced the rise of the earliest human communities, the migration and spread of people throughout the world, and the causes and consequences of the growth of agriculture.

WHG Era 2 – Early Civilizations and Cultures and the Emergence of Pastoral Peoples,4000 to 1000 B.C.E./B.C.Students will describe and differentiate defining characteristics of early civilizations.

WHG Era 3 – Classical Traditions, World Religions, and Major Empires, 1000 B.C.E./B.C.to 300 C.E./A.D.Students will analyze the innovations and social, political, and economic changes that occurred through emergenceof classical civilizations in the major regions of the world, including the establishment of five major world religions.

The World in Spatial Terms – Geographical Habits of MindStudents will study the relationships between people, places, and environments by using information that is in a geographic (spatial) context. They will engage in mapping and analyzing

the information to explain the patterns and relationships they reveal both between and among people, their cultures, and the natural environment. They will identify and access information, evaluate it using criteria based on concepts and themes, and use geography in problem solving and decision making. Students will explain and use key conceptual devices (places and regions, spatial patterns and processes) that geographers use to organize information and inform their study of the world.Places and RegionsStudents will describe the cultural groups and diversities among people that are rooted in particular places and in human constructs called regions. They will analyze the physical and human characteristics of places and regions.Physical SystemsStudents will describe the physical processes that shape the Earth’s surface which, along with plants and animals, are the basis for both sustaining and modifying ecosystems. They will identify and analyze the patterns and characteristics of the major ecosystems on Earth.Human SystemsStudents will explain that human activities help shape Earth’s surface, human settlements and structures are part of Earth’s surface, and humans compete for control of Earth’s surface. They will study human populations, cultural mosaics, economic interdependence, human settlement, and cooperation.Environment and SocietyStudents will explain that the physical environment is modified by human activities, which are influenced by the ways in which human societies value and use Earth’s natural resources, and by Earth’s physical features and processes.

Religion- Based on Archdiocese of Detroit Standards We Answer God’ s Call God Saves and Delivers Us God Invites us into his Kingdom God reminds us to do his will God Promises Everlasting Life

Art- Based on MI Curriculum Framework 1998 Arts: Visual Arts (1998) Art Styles Artists Cultures Ink Painting Yarn Weaving

Physical Education- Based on MI Curriculum Framework Physical Education (2007): 4-6

Coordination Teamwork/Sportsmanship Catching and Throwing Skills Knowledge of the components of fitness Muscle Strength and Endurance Health

Music- based on MI Curriculum Framework 1998 Arts: Music Rhythm Melody Vocal technique Harmony Form/Theme Variations Tone Color Instruments Performance Etiquette Musical Production -Christmas Play, End of Year Play Composition

Spanish- Based on MI_Curriculum_Framework World Languages 1998 Celebrations observed throughout the year Culture Religion- inc. Padre Nuestro (Our Father) Clothing Weather Parts of the body Occupations My Community Verbally answering questions associated with the calendar/weather Basic Spanish in print (reading and writing) Basic Spanish grammar concepts Written communication to others in school Presentations to class

Computers- Based on Michigan Technology Standards 2009

Practice Appropriate Use Policies concerning Internet Safety and Responsibility Learn the Parts of the Computer and Technology Terms

Practice Keyboarding Skills Produce Documents using Microsoft Word Use Excel for lists and simple formulas Create A Powerpoint Presentation Learn how to search the Internet using keywords and appropriate sources

Textbooks: Language Arts-English-Houghlin Mifflin, Vocabulay-Sadlier Literature-Pearson Mathematics-Glencoe Social Studies-Pearson World Studies Science-Prentice Hall-Science Explorers Music-Silver Burdett Ginn Religion- Blest Are We- RCL Benziger