School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 6

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Processes:

Mathematics:

Standard 7.0 Processes of Mathematics

Students demonstrate the processes of mathematics by making connections and applying reasoning to solve problems and to communicate their findings.

Topic

A. Problem Solving

Indicator

  • 1. Apply a variety of concepts, processes, and skills to solve problems
Objectives
  1. Identify the question in the problem
  2. Decide if enough information is present to solve the problem
  3. Make a plan to solve a problem
  4. Apply a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  5. Select a strategy, i.e., draw a picture, guess and check, finding a pattern, writing an equation
  6. Identify alternative ways to solve a problem
  7. Show that a problem might have multiple solutions or no solution
  8. Extend the solution of a problem to a new problem situation

Topic

B. Reasoning

Indicator

  • 1. Justify ideas or solutions with mathematical concepts or proofs
Objectives
  1. Use inductive or deductive reasoning
  2. Make or test generalizations
  3. Support or refute mathematical statements or solutions
  4. Use methods of proof, i.e., direct, indirect, paragraph, or contradiction

Topic

C. Communication

Indicator

  • 1. Present mathematical ideas using words, symbols, visual displays, or technology
Objectives
  1. Use multiple representations to express concepts or solutions
  2. Express mathematical ideas orally
  3. Explain mathematically ideas in written form
  4. Express solutions using concrete materials
  5. Express solutions using pictorial, tabular, graphical, or algebraic methods
  6. Explain solutions in written form
  7. Ask questions about mathematical ideas or problems
  8. Give or use feedback to revise mathematical thinking

Topic

D. Connections

Indicator

  • 1. Relate or apply mathematics within the discipline, to other disciplines, and to life
Objectives
  1. Identify mathematical concepts in relationship to other mathematical concepts
  2. Identify mathematical concepts in relationship to other disciplines
  3. Identify mathematical concepts in relationship to life
  4. Use the relationship among mathematical concepts to learn other mathematical concepts

Note: Highlighted assessment limits will be tested in the no calculator section of MSA. In the assessment limit, (0-10) or (-10 to 10) means all numbers in the problem or the answer will fall within the range of 0 to 10 (including endpoints) or -10 to 10 (including endpoints), respectively. All content standards are tested in MSA but not all objectives. Objectives that have an assessment limit are tested on MSA. Objectives without an assessment limit are not tested on MSA.

June 2004