#### Grade 6 - Year at a Glance

The following overview of the year is a suggested plan for grade 6 mathematics taking into consideration introducing new concepts in the first half of the year so there is time for spacing learning experiences over the year as well as balancing each term with number concepts and computational fluency alongside other areas of math.

Number concepts involving small to large numbers (understanding place value from thousandths to billions, writing/reading numbers) |

Order of operations (all operations, including brackets but not exponents) |

Multiplication and division facts to 100 (developing computational fluency through mental math strategies such as number patterns, multiples, decomposing, using known facts; develop fluency with 2x, 3x, 4x, 5x & 10x questions; practice through routines, games, etc) |

Multiples and factors (prime and composite numbers; decomposing a number into factors and prime factors, factor trees; sequence of multiples, finding lowest common multiple between two numbers) |

Fractions and Decimals (review of fraction and decimal concepts including to hundredths, comparing and ordering fractions along a number line using benchmark numbers, equivalent fractions, addition and subtraction of decimal numbers; note review is not assessed as this are learning standards from grades 4&5) |

Percents (after reviewing fractions and decimals, introduce concept of percents as another form of proportional relationship; represent percents using concrete materials such as base ten blocks, grid paper and symbolic notation) |

Communicating and Representing curricular competencies |

Line graphs (understand specific purpose of line graph: to measure change over time; collect data, graphing data using graph paper or with support of technology, comparing and interpreting data) |

Single outcome probability (predict and test the results of single event or outcome experiments such as rolling a die, spinning one spinner, tossing a coin; predict results based in theoretical probability, conduct experiments (ie 10 rolls of a die), record experimental probability results with tally marks/chart/graph) |

Number concepts involving small to large numbers (decomposition of and flexibility with quantities from thousandths to billions, ordering numbers using benchmark numbers) |

Multiplication and division facts to 100 (developing computational fluency through mental math strategies using known facts such as 3×7 to calculate 6×7 by doubling; use of doubling or tripling with known facts and commutative property) |

Multiplication and division of decimal numbers (to tenths; using whole-number strategies such as decomposing, compensation, distributive and commutative properties, repeated addition or subtraction, use of arrays) |

Mixed numbers (represent and compare improper fractions and mixed numbers in concrete, pictorial and symbolic forms) |

Percents (develop concept of percents through problem-solving experiences and applying operations; example questions such as, What is 25% of 200? and having students solve using multiple strategies; connect to financial literacy and % discounts) |

Introduction to ratios (representing part to part and part to whole ratios with concrete materials and with symbolic notation) |

Reasoning and Analyzing and Understanding and Solving curricular competencies |

One-step equations (connect to number patterns, including whole number coefficients/solutions, connect to line graphs from 1 |

Angle measurement (classifying different types of angles: straight, acute, right, obtuse, reflex, estimating angles, measuring angles with a protractor, using referent angles to compare angles) |

Triangles (classifying and comparing types of triangles: scalene, isosceles, equilateral, right, acute, obtuse; connect to angles) |

Combinations of transformations (combinations of two or more single 2D shape movement visually– slide/translation, flip/reflection, turn/rotation in the first quadrant of the Cartesian plane) |

Increasing/decreasing patterns (using expressions, tables, & graphs to show linear relationships, connect to line graphs from first term) |

Number concepts involving small to large numbers (fluency with numbers from thousandths to billions, understanding scale, relationships, and place value) |

Multiplication and division facts to 100 (developing computational fluency through mental math strategies using flexible thinking with known facts; practice through Number Talks, apps such as Multiples, math games, order of operations practice) |

Multiplication and division of decimal numbers (to the thousandths; using whole-number strategies such as decomposing, compensation, distributive and commutative properties, repeated addition or subtraction, use of arrays, problem-solving) |

Mixed numbers (compare and order along number line using benchmarks using concrete, pictorial and symbolic forms; represent fractions in different yet equivalent forms such as 6/4 = 1½; apply understanding of multiples and factors) |

Multiples and factors, ratios, percents (practice and application – divisibility rules, percentage discounts, problem-solving) |

Connecting and Reflecting curricular competencies |

Volume and capacity (understanding different between volume and capacity; using cm cubes and graph paper to build 3D shapes and calculate volume; using metric units to measure capacity) |

Perimeter and area measurement (perimeter of complex/combined shapes using grid paper, geoboards or colour tiles; area of triangles, parallelograms, and trapezoids using grid paper, decomposing shapes, deriving formulae, connecting to understanding of area of a rectangle) |

Financial literacy – simple budgeting and consumer math (record financial calculations using decimal numbers, make budget goals and plans using charts or tables and explain/justify choices or decisions, plan for saving for a purchase and calculating sale price of an item using percentage discount) |