Common Core State Standards (CCSS) Correlations

Minutes to Mastery - Timed Math Practice Grade 6

Minutes to Mastery - Timed Math Practice Grade 6

N/A

Domain - Understand ratio concepts and use ratio reasoning to solve problems., Grade 6

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Math.6.RP.A.3c: 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.

Activity Page
Test 44 48
Test 45 49
Test 46 50

Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Math.6.RP.A.3b: 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?

Activity Page
Test 47 51
Test 76 80
Test 89 93

Domain - The Number System, Grade 6

Apply and extend previous understandings of multiplication and division to divide fractions by fractions.

Math.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?.

Activity Page
Test 23 27
Test 30 34

Compute fluently with multi-digit numbers and find common factors and multiples.

Math.6.NS.B.3: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

Activity Page
Test 2 6
Test 6 10
Test 7 11
Test 30 34
Test 32 36
Test 34 38
Test 35 39
Test 36 40
Test 37 41
Test 39 43
Test 40 44
Test 41 45
Test 43 47
Test 47 51
Test 49 53
Test 50 54
Test 52 56
Test 74 79

Compute fluently with multi-digit numbers and find common factors and multiples.

Math.6.NS.B.2: Fluently divide multi-digit numbers using the standard algorithm.

Activity Page
Test 15 19
Test 17 21
Test 18 22
Test 19 23
Test 21 25
Test 38 42
Test 48 52
Test 51 55
Test 55 59

Apply and extend previous understandings of numbers to the system of rational numbers.

Math.6.NS.C.5: 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.

Activity Page
Test 11 15
Test 12 16

Apply and extend previous understandings of numbers to the system of rational numbers.

Math.6.NS.C.6: 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 coordinates.

Activity Page
Test 11 15

Apply and extend previous understandings of numbers to the system of rational numbers.

Math.6.NS.C.7: Understand ordering and absolute value of rational numbers.

Activity Page
Test 56 60
Test 57 61

Domain - Apply and extend previous understandings of numbers to the system of rational numbers., Grade 6

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 coordinates.

Math.6.NS.C.6b: 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.

Activity Page
Test 99 103
Test 100 104

Understand ordering and absolute value of rational numbers.

Math.6.NS.C.7c: 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.

Activity Page
Test 12 16

Domain - Expressions and Equations, Grade 6

Apply and extend previous understandings of arithmetic to algebraic expressions.

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

Activity Page
Test 8 12
Test 55 59

Apply and extend previous understandings of arithmetic to algebraic expressions.

Math.6.EE.A.2: Write, read, and evaluate expressions in which letters stand for numbers.

Activity Page
Test 53 57
Test 54 58
Test 95 99
Test 96 100
Test 97 101
Test 98 102

Apply and extend previous understandings of arithmetic to algebraic expressions.

Math.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.

Activity Page
Test 98 102

Reason about and solve one-variable equations and inequalities.

Math.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.

Activity Page
Test 1 5
Test 7 11
Test 51 55
Test 92 96
Test 93 97
Test 94 98

Domain - Geometry, Grade 6

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

Math.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.

Activity Page
Test 64 68
Test 65 69

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

Math.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 technique in the context of solving real-world and mathematical problems.

Activity Page
Test 66 70
Test 67 71

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

Math.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.

Activity Page
Test 68 72
Test 69 73
Test 70 74

Domain - Statistics and Probability, Grade 6

Develop understanding of statistical variability.

Math.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.

Activity Page
Test 78 82
Test 85 89
Test 87 91
Test 88 92

Develop understanding of statistical variability.

Math.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.

Activity Page
Test 79 83
Test 80 84
Test 81 85
Test 82 86
Test 87 91
Test 88 92
Test 90 94

Summarize and describe distributions.

Math.6.SP.B.4: Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Activity Page
Test 75 79

Domain - Summarize and describe distributions., Grade 6

Summarize numerical data sets in relation to their context, such as by:

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

Activity Page
Test 75 79
Test 81 85

Summarize numerical data sets in relation to their context, such as by:

Math.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 deviations from the overall pattern with reference to the context in which the data were gathered.

Activity Page
Test 77 81
Test 84 88

Summarize numerical data sets in relation to their context, such as by:

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

Activity Page
Test 85 89

Common Core State Standards and Expectations© Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

© 2017 Teacher Created Resources. All Rights Reserved.