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South Carolina Math Standards - 6th Grade
MathScore aligns to the South Carolina Math Standards for 6th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the South Carolina Math Standards at other levels.
Mathematical Processes
Standard 6-1: The student will understand and utilize the mathematical processes of problem solving, reasoning and proof, communication, connections, and representation.6-1.1 Generate and solve complex abstract problems that involve modeling physical, social, and/or mathematical phenomena.
6-1.2 Evaluate conjectures and pose follow-up questions to prove or disprove conjectures.
6-1.3 Use inductive and deductive reasoning to formulate mathematical arguments.
6-1.4 Understand equivalent symbolic expressions as distinct symbolic forms that represent the same relationship. (Phrases to Algebraic Expressions , Algebraic Sentences 2 , Algebraic Sentences , Exponent Basics )
6-1.5 Generalize mathematical statements based on inductive and deductive reasoning.
6-1.6 Use correct and clearly written or spoken words, variables, and notations to communicate about significant mathematical tasks.
6-1.7 Generalize connections among a variety of representational forms and real-world situations.
6-1.8 Use standard and nonstandard representations to convey and support mathematical relationships.
Number and Operations
Standard 6-2: The student will demonstrate through the mathematical processes an understanding of the concepts of whole-number percentages, integers, and ratio and rate; the addition and subtraction of fractions; accurate, efficient, and generalizable methods of multiplying and dividing fractions and decimals; and the use of exponential notation to represent whole numbers.6-2.1 Understand whole-number percentages through 100. (Percentages , Percentage Pictures )
6-2.2 Understand integers. (Compare Integers )
6-2.3 Compare rational numbers and whole-number percentages through 100 by using the symbols ≤, ≥, <, >, and =. (Compare Mixed Values 2 , Number Line , Compare Integers )
6-2.4 Apply an algorithm to add and subtract fractions. (Fraction Addition , Fraction Subtraction , Fraction Word Problems )
6-2.5 Generate strategies to multiply and divide fractions and decimals. (Money Multiplication , Money Division , Unit Cost , Fraction Multiplication , Fraction Division , Fraction Word Problems 2 , Decimal Multiplication , Decimal Division )
6-2.6 Understand the relationship between ratio/rate and multiplication/division. (Inverse Equations 2 , Ratios )
6-2.7 Apply strategies and procedures to determine values of powers of 10, up to 106.
6-2.8 Represent the prime factorization of numbers by using exponents. (Prime Factoring , Prime Factoring 2 )
6-2.9 Represent whole numbers in exponential form. (Exponent Basics )
Algebra
Standard 6-3: The student will demonstrate through the mathematical processes an understanding of writing, interpreting, and using mathematical expressions, equations, and inequalities.6-3.1 Analyze numeric and algebraic patterns and pattern relationships. (Function Tables , Function Tables 2 )
6-3.2 Apply order of operations to simplify whole-number expressions. (Using Parentheses , Order Of Operations )
6-3.3 Represent algebraic relationships with variables in expressions, simple equations, and simple inequalities. (Algebraic Word Problems , Algebraic Sentences 2 , Algebraic Sentences )
6-3.4 Use the commutative, associative, and distributive properties to show that two expressions are equivalent. (Associative Property 1 , Associative Property 2 , Commutative Property 1 , Commutative Property 2 , Distributive Property , Basic Distributive Property )
6-3.5 Use inverse operations to solve one-step equations that have whole-number solutions and variables with whole-number coefficients. (Missing Factor , Missing Term , Single Variable Equations )
Geometry
Standard 6-4: The student will demonstrate through the mathematical processes an understanding of shape, location, and movement within a coordinate system; similarity, complementary, and supplementary angles; and the relationship between line and rotational symmetry.6-4.1 Represent with ordered pairs of integers the location of points in a coordinate grid. (Ordered Pairs )
6-4.2 Apply strategies and procedures to find the coordinates of the missing vertex of a square, rectangle, or right triangle when given the coordinates of the polygon's other vertices.
6-4.3 Generalize the relationship between line symmetry and rotational symmetry for two-dimensional shapes.
6-4.4 Construct two-dimensional shapes with line or rotational symmetry.
6-4.5 Identify the transformation(s) used to move a polygon from one location to another in the coordinate plane. (Translations and Reflections )
6-4.6 Explain how transformations affect the location of the original polygon in the coordinate plane. (Translations and Reflections )
6-4.7 Compare the angles, side lengths, and perimeters of similar shapes. (Congruent And Similar Triangles )
6-4.8 Classify shapes as similar. (Congruent And Similar Triangles )
6-4.9 Classify pairs of angles as either complementary or supplementary. (Identifying Angles , Angle Measurements )
Measurement
Standard 6-5: The student will demonstrate through the mathematical processes an understanding of surface area; the perimeter and area of irregular shapes; the relationships among the circumference, diameter, and radius of a circle; the use of proportions to determine unit rates; and the use of scale to determine distance.6-5.1 Explain the relationships among the circumference, diameter, and radius of a circle. (Circle Measurements , Circle Circumference )
6-5.2 Apply strategies and formulas with an approximation of pi (3.14, or 22/7 ) to find the circumference and area of a circle. (Circle Area , Circle Circumference )
6-5.3 Generate strategies to determine the surface area of a rectangular prism and a cylinder. (Rectangular Solids , Rectangular Solids 2 , Cylinders )
6-5.4 Apply strategies and procedures to estimate the perimeters and areas of irregular shapes.
6-5.5 Apply strategies and procedures of combining and subdividing to find the perimeters and areas of irregular shapes. (Irregular Shape Areas , Perimeter and Area of Composite Figures )
6-5.6 Use proportions to determine unit rates. (Unit Cost , Distance, Rate, and Time )
6-5.7 Use a scale to determine distance.
Data Analysis and Probability
Standard 6-6: The student will demonstrate through the mathematical processes an understanding of the relationships within one population or sample.6-6.1 Predict the characteristics of one population based on the analysis of sample data.
6-6.2 Organize data in frequency tables, histograms, or stem-and-leaf plots as appropriate. (Stem And Leaf Plots )
6-6.3 Analyze which measure of central tendency (mean, median, or mode) is the most appropriate for a given purpose. (Mean, Median, Mode )
6-6.4 Use theoretical probability to determine the sample space and probability for one- and two-stage events such as tree diagrams, models, lists, charts, and pictures. (Probability , Probability 2 )
6-6.5 Apply procedures to calculate the probability of complementary events. (Probability , Probability 2 )
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