# South Carolina Learning Pathways

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1 BUI SOULT for CAR TH OLIN A South Carolina Learning Pathways

3 Grade 3 South Carolina Learning Pathway Number and Operations in Base Ten Operations and Algebraic Thinking Number and Operations in Base Ten Operations and Algebraic Thinking Visualizing Whole Numbers Introductory Lesson Visualizing Place Value Introductory Lesson Visualizing Addition Introductory Lesson Visualizing Subtraction Introductory Lesson Reasoning About Place Value and Rounding 3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Rounding to the Nearest Ten and Hundred 3.NSBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Reasoning About Addition and Subtraction Within 1,000 3.NSBT.2 Add and subtract whole numbers fluently to 1,000 using knowledge of place value and properties of operations. Concept of Multiplication - Grouping 3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 10) and the product. Concept of Multiplication - Word Problems 3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 10) and the product. Concept of Multiplication - Arrays 3.ATO.1 Use concrete objects, drawings and symbols to represent multiplication facts of two single-digit whole numbers and explain the relationship between the factors (i.e., 0 10) and the product. Properties of Addition and Multiplication 3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property of Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning. Applying Properties of Addition and Multiplication to Area Models 3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property of Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning. Concept of Division 3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 10), divisor (i.e., 0 10), and dividend. Interpreting Division Problems 3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 10), divisor (i.e., 0 10), and dividend. 3

4 Grade 3 South Carolina Learning Pathway Operations and Algebraic Thinking (continued) Number and Operations in Base Ten Operations and Algebraic Thinking Constructing Division Problems 3.ATO.2 Use concrete objects, drawings and symbols to represent division without remainders and explain the relationship among the whole number quotient (i.e., 0 10), divisor (i.e., 0 10), and dividend. Relationship Between Multiplication and Division 3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property of Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning. Multiplication and Division Fact Families 3.ATO.5 Apply properties of operations (i.e., Commutative Property of Multiplication, Associative Property of Multiplication, Distributive Property) as strategies to multiply and divide and explain the reasoning. 3.ATO.6 Understand division as a missing factor problem. 3.ATO.7 Demonstrate fluency with basic multiplication and related division facts of products and dividends through 100. Solving Multiplication and Division Equations 3.ATO.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. 3.ATO.6 Understand division as a missing factor problem. Division as an Unknown-Factor Problem 3.ATO.4 Determine the unknown whole number in a multiplication or division equation relating three whole numbers when the unknown is a missing factor, product, dividend, divisor, or quotient. 3.ATO.6 Understand division as a missing factor problem. Multiplication and Division Word Problems - Visual Models 3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown. Multiplication and Division Word Problems - Equations 3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown. Multiplication and Division Word Problems - Solutions 3.ATO.3 Solve real-world problems involving equal groups, area/array, and number line models using basic multiplication and related division facts. Represent the problem situation using an equation with a symbol for the unknown. Multiplying by Multiples of Ten 3.NSBT.3 Multiply one-digit whole numbers by multiples of 10 in the range 10 90, using knowledge of place value and properties of operations. Solving Two-Step Word Problems 3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and division of whole numbers and having whole number answers. Represent these problems using equations with a letter for the unknown quantity. Modeling and Solving Two-Step Word Problems 3.ATO.8 Solve two-step real-world problems using addition, subtraction, multiplication and division of whole numbers and having whole number answers. Represent these problems using equations with a letter for the unknown quantity. 4

5 Grade 3 South Carolina Learning Pathway Number and Operations - Fractions Understanding Fractions - Equal Areas 3.NSF.1.a Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. a. A fraction 1/b (called a unit fraction) is the quantity formed by one part when a whole is partitioned into b equal parts. 3.NSF.1.b Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. b. A fraction a/b is the quantity formed by a parts of size 1/b. Understanding Fractions - Notation 3.G.2 Partition two-dimensional shapes into 2, 3, 4, 6, or 8 parts with equal areas and express the area of each part using the same unit fraction. Recognize that equal parts of identical wholes need not have the same shape. Fractions on the Number Line 3.NSF.1.b Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. b. A fraction a/b is the quantity formed by a parts of size 1/b. 3.NSF.1.c Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. c. A fraction is a number that can be represented on a number line based on counts of a unit fraction. Fractions on the Number Line 3.NSF.1.b Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. b. A fraction a/b is the quantity formed by a parts of size 1/b. 3.NSF.1.c Develop an understanding of fractions (i.e., denominators 2, 3, 4, 6, 8, 10) as numbers. c. A fraction is a number that can be represented on a number line based on counts of a unit fraction. Modeling Equivalent Fractions with Number Lines 3.NSF.2.a Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line. Visual Models of Equivalent Fractions 3.NSF.2.b Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: b. fraction equivalence can be represented using set, area, and linear models. Whole Numbers as Fractions 3.NSF.2.c Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4). Whole Numbers as Fractions on the Number Line 3.NSF.2.a Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line. 3.NSF.2.c Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: c. whole numbers can be written as fractions (e.g., 4 = 4/1 and 1 = 4/4). Comparing Fractions with the Same Numerator or Denominator 3.NSF.2.d Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: d. fractions with the same numerator or same denominator can be compared by reasoning about their size based on the same whole. Recognizing Valid Fraction Comparisons I 3.NSF.2.a Explain fraction equivalence (i.e., denominators 2, 3, 4, 6, 8, 10) by demonstrating an understanding that: a. two fractions are equal if they are the same size, based on the same whole, or at the same point on a number line. 5

7 Grade 4 South Carolina Learning Pathway Number and Operations in Base Ten Operations and Algebraic Thinking Number and Operations in Base Ten Operations and Algebraic Thinking Visualizing Place Value Relationships Introductory Lesson Visualizing Rounding Introductory Lesson Visualizing Addition and Subtraction Introductory Lesson Visualizing Multiplication and Division Introductory Lesson Understanding Place Value Relationships 4.NSBT.1 Understand that, in a multi-digit whole number, a digit represents ten times what the same digit represents in the place to its right. Rounding Whole Numbers 4.NSBT.3 Use rounding as one form of estimation and round whole numbers to any given place value. Using Rounding in Problem Solving 4.NSBT.3 Use rounding as one form of estimation and round whole numbers to any given place value. Adding Whole Numbers 4.NSBT.4 Fluently add and subtract multi-digit whole numbers using strategies to include a standard algorithm. Adding and Subtracting with the Standard Algorithm 4.NSBT.4 Fluently add and subtract multi-digit whole numbers using strategies to include a standard algorithm. Multiplying Whole Numbers 4.NSBT.5 Multiply up to a four-digit number by a one-digit number and multiply a two-digit number by a two-digit number using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using rectangular arrays, area models and/or equations. Dividing Whole Numbers - One-Digit Divisors 4.NSBT.6 Divide up to a four-digit dividend by a one-digit divisor using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Multiplication as a Comparison - Word Problems 4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. Multiplication as a Comparison - Equations 4.ATO.1 Interpret a multiplication equation as a comparison (e.g. interpret 35 = 5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.) Represent verbal statements of multiplicative comparisons as multiplication equations. Relating Factors and Multiples I 4.ATO.4 Recognize that a whole number is a multiple of each of its factors. Find all factors for a whole number in the range and determine whether the whole number is prime or composite. Factors 4.ATO.4 Recognize that a whole number is a multiple of each of its factors. Find all factors for a whole number in the range and determine whether the whole number is prime or composite. Relating Factors and Multiples II 4.ATO.4 Recognize that a whole number is a multiple of each of its factors. Find all factors for a whole number in the range and determine whether the whole number is prime or composite. 7

8 Grade 4 South Carolina Learning Pathway Number and Operations - Fractions Modeling Equivalent Fractions 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Generating Equivalent Fractions 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Reducing Fractions 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Comparing Fractions with Different Numerators and Different Denominators 4.NSF.2 Compare two given fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2 and represent the comparison using the symbols >, =, or <. Recognizing Valid Fraction Comparisons II 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Decomposing Fractions and Mixed Numbers 4.NSF.3.a Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions. a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation. Writing Fractions as Mixed Numbers and Mixed Numbers as Fractions 4.NSF.3.a Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions. a. Compose and decompose a fraction in more than one way, recording each composition and decomposition as an addition or subtraction equation. Understanding Fractions - Relationship Between Numerator and Denominator 4.NSF.1 Explain why a fraction (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100), a/b, is equivalent to a fraction, n x a/n x b, by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Adding and Subtracting Fractions with Like Denominators 4.NSF.3.c Develop an understanding of addition and subtraction of fractions (i.e., denominators 2, 3, 4, 5, 6, 8, 10, 12, 25, 100) based on unit fractions. c. Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having like denominators. 8

11 Grade 4 South Carolina Learning Pathway Geometry Measurement and Data Operations and Algebraic Thinking Classifying Triangles 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures. 4.G.3 Recognize right triangles as a category, and identify right triangles. Classifying Quadrilaterals II 4.G.1 Draw points, lines, line segments, rays, angles (i.e., right, acute, obtuse), and parallel and perpendicular lines. Identify these in two-dimensional figures. 4.G.2 Classify quadrilaterals based on the presence or absence of parallel or perpendicular lines. Symmetry 4.G.4 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. s of Measure - Customary 4.MDA.1 Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, ml, L) from a larger to a smaller unit s of Measure - Metric 4.MDA.1 Convert measurements within a single system of measurement, customary (i.e., in., ft., yd., oz., lb., sec., min., hr.) or metric (i.e., cm, m, km, g, kg, ml, L) from a larger to a smaller unit Generating and Describing Number Patterns 4.ATO.5 Generate a number or shape pattern that follows a given rule and determine a term that appears later in the sequence. 11

12 Grade 5 South Carolina Learning Pathway Number and Operations in Base Ten Number and Operations - Fractions Place Value Relationships Within Whole Numbers and Decimals 5.NSBT.1 Understand that, in a multi-digit whole number, a digit in one place represents 10 times what the same digit represents in the place to its right, and represents 1/10 times what the same digit represents in the place to its left. Multiplying Whole Numbers - Standard Algorithm 5.NSBT.5 Fluently multiply multi-digit whole numbers using strategies to include a standard algorithm. Dividing Whole Numbers - Two-Digit Divisors 5.NSBT.6 Divide up to a four-digit dividend by a two-digit divisor, using strategies based on place value, the properties of operations, and the relationship between multiplication and division. Understanding Fractions as Division 5.NSF.3 Understand the relationship between fractions and division of whole numbers by interpreting a fraction as the numerator divided by the denominator (i.e., a/b = a b). Adding Fractions 5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line. Subtracting Fractions 5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line. Multiplying Fractions by Fractions and Understanding Multiplication as Scaling 5.NSF.4.c Extend the concept of multiplication to multiply a fraction or whole number by a fraction. c. Interpret multiplication in which both factors are fractions less than one and compute the product. Multiplying Fractions by Fractions 5.NSF.4.c Extend the concept of multiplication to multiply a fraction or whole number by a fraction. c. Interpret multiplication in which both factors are fractions less than one and compute the product. Adding and Subtracting Fractions 5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line. Adding and Subtracting Fractions - Multistep Word Problems 5.NSF.1 Add and subtract fractions with unlike denominators (including mixed numbers) using a variety of models, including an area model and number line. 5.NSF.2 Solve real-world problems involving addition and subtraction of fractions with unlike denominators. Multiplying Fractions by Whole Numbers to Solve Multistep Problems 5.NSF.4.b Extend the concept of multiplication to multiply a fraction or whole number by a fraction. b. Interpret multiplication of a fraction by a whole number and a whole number by a fraction and compute the product Dividing Fractions by Whole Numbers 5.NSF.7.a Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. a. Interpret division of a unit fraction by a non-zero whole number and compute the quotient Dividing Whole Numbers by Fractions 5.NSF.7.b Extend the concept of division to divide unit fractions and whole numbers by using visual fraction models and equations. b. Interpret division of a whole number by a unit fraction and compute the quotient. 12

13 Grade 5 South Carolina Learning Pathway Number and Operations in Base Ten Expressions and Equations Operations and Algebraic Thinking Decimals to Thousandths 5.NSBT.3 Read and write decimals in standard and expanded form. Compare two decimal numbers to the thousandths using the symbols >, =, or <. Comparing Decimals to Thousandths 5.NSBT.3 Read and write decimals in standard and expanded form. Compare two decimal numbers to the thousandths using the symbols >, =, or <. Rounding Decimals to the Nearest Tenth and Hundredth 5.NSBT.4 Round decimals to any given place value within thousandths. Reasoning About Rounding Decimals 5.NSBT.4 Round decimals to any given place value within thousandths. Adding and Subtracting Decimals 5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. Adding and Subtracting Decimals in Real-World Situations 5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. Multiplying by Powers of Ten 5.NSBT.2.a Use whole number exponents to explain: a. patterns in the number of zeroes of the product when multiplying a number by powers of 10 Multiplying and Dividing by Powers of Ten 5.NSBT.2.b patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Multiplying Decimals to Hundredths 5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. Dividing Decimals to Hundredths 5.NSBT.7 Add, subtract, multiply, and divide decimal numbers to hundredths using concrete area models and drawings. Evaluating Simple Expressions 5.ATO.1 Evaluate numerical expressions involving grouping symbols (i.e., parentheses, brackets, braces). Writing Simple Expressions 5.ATO.2 Translate verbal phrases into numerical expressions and interpret numerical expressions as verbal phrases. Writing and Interpreting Simple Expressions 5.ATO.2 Translate verbal phrases into numerical expressions and interpret numerical expressions as verbal phrases. 13

14 Grade 5 South Carolina Learning Pathway Geometry Measurement and Data Geometry Measurement and Data Introduction to the Coordinate Plane 5.G.1.a Define a coordinate system. a. The x- and y- axes are perpendicular number lines that intersect at 0 (the origin). 5.G.1.b Define a coordinate system. b. Any point on the coordinate plane can be represented by its coordinates. 5.G.1.c Define a coordinate system. c. The first number in an ordered pair is the x-coordinate and represents the horizontal distance from the origin. 5.G.1.d Define a coordinate system. d. The second number in an ordered pair is the y-coordinate and represents the vertical distance from the origin. Representing Real-World Quantities in the First Quadrant 5.G.2 Plot and interpret points in the first quadrant of the coordinate plane to represent real-world and mathematical situations. Introduction to Scatter Plots 5.G.1.a Define a coordinate system. a. The x- and y- axes are perpendicular number lines that intersect at 0 (the origin). 5.G.1.b Define a coordinate system. b. Any point on the coordinate plane can be represented by its coordinates. 5.G.1.c Define a coordinate system. c. The first number in an ordered pair is the x-coordinate and represents the horizontal distance from the origin. 5.G.1.d Define a coordinate system. d. The second number in an ordered pair is the y-coordinate and represents the vertical distance from the origin. 5.G.2 Plot and interpret points in the first quadrant of the coordinate plane to represent real-world and mathematical situations. Volume of Rectangular Prisms I 5.MDA.3.a Understand the concept of volume measurement. a. Recognize volume as an attribute of right rectangular prisms. 5.MDA.3.b Understand the concept of volume measurement. b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes. Volume of Rectangular Prisms II 5.MDA.3.b Understand the concept of volume measurement. b. Relate volume measurement to the operations of multiplication and addition by packing right rectangular prisms and then counting the layers of standard unit cubes. 5.MDA.3.c Understand the concept of volume measurement. c. Determine the volume of right rectangular prisms using the formula derived from packing right rectangular prisms and counting the layers of standard unit cubes. Classifying Quadrilaterals II 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 5.G.4 Classify two-dimensional figures in a hierarchy based on their attributes. Classifying 2-Dimensional Figures 5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. 5.G.4 Classify two-dimensional figures in a hierarchy based on their attributes. Line Plots 5.MDA.2 Create a line plot consisting of unit fractions and use operations on fractions to solve problems related to the line plot. 14

15 Grade 6 South Carolina Learning Pathway Number and Operations in Base Ten The Number System Ratios and Proportional Relationships Dividing Whole Numbers - Standard Algorithm 6.NS.2 Fluently divide multi-digit whole numbers using a standard algorithmic approach. Adding and Subtracting Decimals 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimal numbers using a standard algorithmic approach. Adding and Subtracting Decimals in Real-World Situations 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimal numbers using a standard algorithmic approach. Using Reasoning and Estimation to Calculate with Decimals 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimal numbers using a standard algorithmic approach. Calculating with Decimals 6.NS.3 Fluently add, subtract, multiply and divide multi-digit decimal numbers using a standard algorithmic approach. Fraction and Decimal Equivalents 6.NS.9 Investigate and translate among multiple representations of rational numbers (fractions, decimal numbers, percentages). Fractions should be limited to those with denominators of 2, 3, 4, 5, 8, 10, and 100. Greatest Common Factor 6.NS.4.a Find common factors and multiples using two whole numbers. a. Compute the greatest common factor (GCF) of two numbers both less than or equal to NS.4.c Find common factors and multiples using two whole numbers. c. Express sums of two whole numbers, each less than or equal to 100, using the distributive property to factor out a common factor of the original addends. Greatest Common Factor - Applications 6.NS.4.a Find common factors and multiples using two whole numbers. a. Compute the greatest common factor (GCF) of two numbers both less than or equal to NS.4.c Find common factors and multiples using two whole numbers. c. Express sums of two whole numbers, each less than or equal to 100, using the distributive property to factor out a common factor of the original addends. Least Common Multiple 6.NS.4.b Find common factors and multiples using two whole numbers. b. Compute the least common multiple (LCM) of two numbers both less than or equal to 12. Using the Relationship Between Multiplication and Division to Divide Fractions 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real-world situations). Dividing Fractions by Fractions 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real-world situations). Using Division of Fractions to Represent and Solve Problems 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real-world situations). Operations with Fractions - Mixed Practice 6.NS.1 Compute and represent quotients of positive fractions using a variety of procedures (e.g., visual models, equations, and real-world situations). Identifying Ratios 6.RP.2.a Investigate relationships between ratios and rates. a. Translate between multiple representations of ratios (i.e., a/b, a:b, a to b, visual models). 6.RP.2.c Investigate relationships between ratios and rates. c. Convert from rates to unit rates. 15

16 Grade 6 South Carolina Learning Pathway Ratios and Proportional Relationships (continued) Ratios 6.RP.1 Interpret the concept of a ratio as the relationship between two quantities, including part to part and part to whole. Concept of Ratios and Rates 6.RP.2.a Investigate relationships between ratios and rates. a. Translate between multiple representations of ratios (i.e., a/b, a:b, a to b, visual models). 6.RP.2.c Investigate relationships between ratios and rates. c. Convert from rates to unit rates. Using Ratios to Solve Problems 6.RP.3.a Apply the concepts of ratios and rates to solve real-world and mathematical problems. a. Create a table consisting of equivalent ratios and plot the results on the coordinate plane. Identifying Rates 6.RP.2.a Investigate relationships between ratios and rates. a. Translate between multiple representations of ratios (i.e., a/b, a:b, a to b, visual models). 6.RP.2.c Investigate relationships between ratios and rates. c. Convert from rates to unit rates. Solving Problems with Rates 6.RP.2.a Investigate relationships between ratios and rates. a. Translate between multiple representations of ratios (i.e., a/b, a:b, a to b, visual models). 6.RP.2.c Investigate relationships between ratios and rates. c. Convert from rates to unit rates. 6.RP.3.d Apply the concepts of ratios and rates to solve real-world and mathematical problems. d. Apply concepts of unit rate to solve problems, including unit pricing and constant speed. Converting s of Measure I 6.RP.3.f Apply the concepts of ratios and rates to solve real-world and mathematical problems. f. Solve one-step problems involving ratios and unit rates (e.g., dimensional analysis). Converting s of Measure II 6.RP.3.f Apply the concepts of ratios and rates to solve real-world and mathematical problems. f. Solve one-step problems involving ratios and unit rates (e.g., dimensional analysis). Distance, Rate, and Time 6.RP.3.d Apply the concepts of ratios and rates to solve real-world and mathematical problems. d. Apply concepts of unit rate to solve problems, including unit pricing and constant speed. Percent Concepts 6.RP.3.e Apply the concepts of ratios and rates to solve real-world and mathematical problems. e. Understand that a percentage is a rate per 100 and use this to solve problems involving wholes, parts, and percentages. Reasoning with Percents 6.RP.3.e Apply the concepts of ratios and rates to solve real-world and mathematical problems. e. Understand that a percentage is a rate per 100 and use this to solve problems involving wholes, parts, and percentages. Calculations with Percent 6.RP.3.e Apply the concepts of ratios and rates to solve real-world and mathematical problems. e. Understand that a percentage is a rate per 100 and use this to solve problems involving wholes, parts, and percentages. 16

17 Grade 6 South Carolina Learning Pathway The Number System Integer Concepts 6.NS.5 Understand that the positive and negative representations of a number are opposites in direction and value. Use integers to represent quantities in real-world situations and explain the meaning of zero in each situation. 6.NS.6.d Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. d. Plot rational numbers on number lines and ordered pairs on coordinate planes. Integer Concepts with a Number Line 6.NS.6.a Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. a. Understand the concept of opposite numbers, including zero, and their relative locations on the number line. 6.NS.6.d Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. d. Plot rational numbers on number lines and ordered pairs on coordinate planes. Absolute Value I 6.NS.7.d Understand and apply the concepts of comparing, ordering, and finding absolute value to rational numbers. d. Understand that absolute value represents a number s distance from zero on the number line and use the absolute value of a rational number to represent real-world situations. Absolute Value II 6.NS.7.e Understand and apply the concepts of comparing, ordering, and finding absolute value to rational numbers. e. Recognize the difference between comparing absolute values and ordering rational numbers. For negative rational numbers, understand that as the absolute value increases, the value of the negative number decreases. Comparing Rational Numbers I 6.NS.6.d Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. d. Plot rational numbers on number lines and ordered pairs on coordinate planes. Comparing Rational Numbers II 6.NS.7.b Understand and apply the concepts of comparing, ordering, and finding absolute value to rational numbers. b. Interpret statements using less than (<), greater than (>), and equal to (=) as relative locations on the number line. Classifying and Ordering Real Numbers 6.NS.7.b Understand and apply the concepts of comparing, ordering, and finding absolute value to rational numbers. b. Interpret statements using less than (<), greater than (>), and equal to (=) as relative locations on the number line. 6.NS.7.c Understand and apply the concepts of comparing, ordering, and finding absolute value to rational numbers. c. Use concepts of equality and inequality to write and to explain real-world and mathematical situations. 17

18 Grade 6 South Carolina Learning Pathway Expressions and Equations Evaluating Simple Expressions 6.EEI.2.c Extend the concepts of numerical expressions to algebraic expressions involving positive rational numbers. c. Evaluate real-world and algebraic expressions for specific values using the Order of Operations. Grouping symbols should be limited to parentheses, braces, and brackets. Exponents should be limited to whole-numbers. Reasoning About One-Step Equations 6.EEI.5 Understand that if any solutions exist, the solution set for an equation or inequality consists of values that make the equation or inequality true. Writing and Solving One-Step Equations 6.EEI.7 Write and solve one-step linear equations in one variable involving nonnegative rational numbers for real-world and mathematical situations. Evaluating Expressions with Two Operations 6.EEI.2.c Extend the concepts of numerical expressions to algebraic expressions involving positive rational numbers. c. Evaluate real-world and algebraic expressions for specific values using the Order of Operations. Grouping symbols should be limited to parentheses, braces, and brackets. Exponents should be limited to whole-numbers. Evaluating Expressions with Real Numbers I 6.EEI.2.b Extend the concepts of numerical expressions to algebraic expressions involving positive rational numbers. b. Investigate and identify parts of algebraic expressions using mathematical terminology, including term, coefficient, constant, and factor. Identifying and Generating Equivalent Expressions 6.EEI.3 Apply mathematical properties (e.g., commutative, associative, distributive) to generate equivalent expressions. 6.EEI.4 Apply mathematical properties (e.g., commutative, associative, distributive) to justify that two expressions are equivalent. Evaluating Expressions with the Distributive Property 6.EEI.3 Apply mathematical properties (e.g., commutative, associative, distributive) to generate equivalent expressions. Using the Distributive Property to Represent Real-World Situations 6.EEI.3 Apply mathematical properties (e.g., commutative, associative, distributive) to generate equivalent expressions. Independent and Dependent Quantities 6.EEI.9.a Investigate multiple representations of relationships in real-world and mathematical situations. a. Write an equation that models a relationship between independent and dependent variables. 6.EEI.9.b Investigate multiple representations of relationships in real-world and mathematical situations. b. Analyze the relationship between independent and dependent variables using graphs and tables. 6.EEI.9.c Investigate multiple representations of relationships in real-world and mathematical situations. c. Translate among graphs, tables, and equations. 18

19 Grade 6 South Carolina Learning Pathway Geometry The Number System Area of Parallelograms 6.GM.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. Area of Triangles 6.GM.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. Area of Trapezoids and Composite Figures 6.GM.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. Surface Area and Volume of Rectangular Prisms 6.GM.2 Use visual models (e.g., model by packing) to discover that the formulas for the volume of a right rectangular prism (V = lwh, V = Bh) are the same for whole or fractional edge lengths. Apply these formulas to solve real-world and mathematical problems. 6.GM.4 Unfold three-dimensional figures into two-dimensional rectangles and triangles (nets) to find the surface area and to solve real-world and mathematical problems. Surface Area of Pyramids 6.GM.4 Unfold three-dimensional figures into two-dimensional rectangles and triangles (nets) to find the surface area and to solve real-world and mathematical problems. Integers in the Coordinate Plane I 6.NS.6.b Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. b. Understand that the signs of the coordinates in ordered pairs indicate their location on an axis or in a quadrant on the coordinate plane. Integers in the Coordinate Plane II 6.NS.6.b Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. b. Understand that the signs of the coordinates in ordered pairs indicate their location on an axis or in a quadrant on the coordinate plane. 6.NS.6.c Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. c. Recognize when ordered pairs are reflections of each other on the coordinate plane across one axis, both axes, or the origin. Rational Numbers in the Coordinate Plane I 6.NS.6.d Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. d. Plot rational numbers on number lines and ordered pairs on coordinate planes. Rational Numbers in the Coordinate Plane II 6.RP.3.a Apply the concepts of ratios and rates to solve real-world and mathematical problems. a. Create a table consisting of equivalent ratios and plot the results on the coordinate plane. 6.NS.6.b Extend the understanding of the number line to include all rational numbers and apply this concept to the coordinate plane. b. Understand that the signs of the coordinates in ordered pairs indicate their location on an axis or in a quadrant on the coordinate plane. 6.NS.8.a Extend knowledge of the coordinate plane to solve real-world and mathematical problems involving rational numbers. a. Plot points in all four quadrants to represent the problem. 19

20 Grade 6 South Carolina Learning Pathway Geometry The Number System Expressions and Equations Statistics and Probability Distance on the Coordinate Plane I 6.GM.3.a Apply the concepts of polygons and the coordinate plane to real-world and mathematical situations. a. Given coordinates of the vertices, draw a polygon in the coordinate plane. 6.GM.3.b Apply the concepts of polygons and the coordinate plane to real-world and mathematical situations. b. Find the length of an edge if the vertices have the same x-coordinates or same y-coordinates. Distance on the Coordinate Plane II 6.NS.8.b Extend knowledge of the coordinate plane to solve real-world and mathematical problems involving rational numbers. b. Find the distance between two points when ordered pairs have the same x-coordinates or same y-coordinates. Understanding Exponents 6.EEI.1 Write and evaluate numerical expressions involving whole-number exponents and positive rational number bases using the Order of Operations. Evaluating Expressions and Equations with Exponents 6.EEI.1 Write and evaluate numerical expressions involving whole-number exponents and positive rational number bases using the Order of Operations. 6.EEI.2.c Extend the concepts of numerical expressions to algebraic expressions involving positive rational numbers. c. Evaluate real-world and algebraic expressions for specific values using the Order of Operations. Grouping symbols should be limited to parentheses, braces, and brackets. Exponents should be limited to whole-numbers. Measures of Spread - Range 6.DS.2 Use center (mean, median, mode), spread (range, interquartile range, mean absolute value), and shape (symmetrical, skewed left, skewed right) to describe the distribution of a set of data collected to answer a statistical question. 6.DS.3 Recognize that a measure of center 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. Measures of Center - Median 6.DS.2 Use center (mean, median, mode), spread (range, interquartile range, mean absolute value), and shape (symmetrical, skewed left, skewed right) to describe the distribution of a set of data collected to answer a statistical question. 6.DS.5.c Describe numerical data sets in relation to their real-world context. c. Give measures of center (median, mean). Measures of Center - Mean 6.DS.2 Use center (mean, median, mode), spread (range, interquartile range, mean absolute value), and shape (symmetrical, skewed left, skewed right) to describe the distribution of a set of data collected to answer a statistical question. 6.DS.5.c Describe numerical data sets in relation to their real-world context. c. Give measures of center (median, mean). Deviation from the Mean 6.DS.5.d Describe numerical data sets in relation to their real-world context. d. Find measures of variability (interquartile range, mean absolute deviation) using a number line. 20

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