School Improvement in Maryland

Using the State Curriculum: Mathematics, Grade 6

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Algebra:

Mathematics:

State Curriculum Toolkit

Tools aligned to State Curriculum indicators and/or objectives.

  • Clarification of Indicator and/or Objective
    Explanation and/or examples of indicator and/or objective
  • Sample Assessments
    Items and annotated student responses as appropriate
  • Public Release Items
    Actual MSA items and annotated student responses as appropriate

Standard 1.0 Knowledge of Algebra, Patterns, and Functions

Students will algebraically represent, model, analyze, or solve mathematical or real-world problems involving patterns or functional relationships.

Topic

A. Patterns and Functions

Indicator

  • 1. Identify, describe, extend, and create numeric patterns and functions
Objectives
  1. Identify and describe sequences represented by a physical model or in a function table
  2. Interpret and write a rule for a one-operation (+, -, x, ÷ ) function table
    Assessment limit: Use whole numbers or decimals with no more than two decimal places (0 – 10,000)
  3. Complete a function table with a given two-operation rule
    Assessment limit: Use the operations of (+, -, x), numbers no more than 10 in the rule, and whole numbers (0 - 50)

Topic

B. Expressions, Equations, and Inequalities

Indicator

  • 1. Write and evaluate expressions
Objectives
  1. Write an algebraic expression to represent unknown quantities
    Assessment limit: Use one unknown and one operation (+, -) with whole numbers, fractions with denominators as factors of 24, or decimals with no more than two decimal places (0-200)
  2. Evaluate an algebraic expression
    Assessment limit: Use one unknown and one operation (+, -) with whole numbers (0 – 200), fractions with denominators as factors of 24 (0 – 50), or decimals with no more than two decimal places (0 – 50)
  3. Evaluate numeric expressions using the order of operations
    Assessment limit: Use no more than 4 operations (+, -, x, ÷ with no remainders) with or without 1 set of parentheses or a division bar and whole numbers (0-100)
  4. Represent algebraic expressions using physical models, manipulatives, and drawings

Indicator

  • 2. Identify, write, solve, and apply equations and inequalities
Objectives
  1. Identify and write equations and inequalities to represent relationships
    Assessment limit: Use a variable, the appropriate relational symbols (>, <, =), and one operational symbol (+, -, ×, ÷) on either side and use fractions with denominators as factors of 24 (0 – 50) or decimals with no more than two decimal places (0 – 200)
  2. Determine the unknown in a linear equation
    Assessment limit: Use one operation (+, -, ×, ÷ with no remainders) and use positive whole number coefficients using decimals with no more than two decimal places (0 – 100)
  3. Solve for the unknown in a one-step inequality
  4. Identify or graph solutions of a one-step inequality on a number line
  5. Apply given formulas to a problem solving situation

Topic

C. Numeric and Graphic Representations of Relationships

Indicator

Objectives
  1. Represent rational numbers on a number line
    Assessment limit: Use integers (-20 to 20)
  2. Graph ordered pairs in a coordinate plane.
    Assessment limit: Use no more than 3 ordered pairs of integers (-20 to 20) or no more than 3 ordered pairs of fractions/mixed numbers with denominators of 2 (-10 to 10)
  3. Graph linear data from a function table

Indicator

  • 2. Analyze linear relationships
Objectives
  1. Identify and describe the change represented in a graph
    Assessment limit: Identify increase, decrease, or no change
  2. Translate the graph of a linear relationship onto a table of values that illustrates the type of change

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