See “How to Use This Document (Teacher’s Guide) and (Connecting Curriculum, Instruction and Assessment),” pages 8-10. At this time, the Massachusetts ABE Test for Math does not assess students’ knowledge at this level.
Strand: Number Sense
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 6N-1. Represent and use numbers in a variety of equivalent forms in contextual situations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
6N-1.1 Read, write, order and compare positive and negative numbers of any size.
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6N-1.1.1 Demonstrate an understanding that the position of a digit signifies its value
6N-1.1.2 Know what each digit in a number represents, including the use of zero as a place holder
6N-1.1.3 Demonstrate an understanding that the meaning of negative numbers in a practical context (e.g. temperature below zero, loss in trading)
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Understanding and comparing government spending figures on public services
Understanding and comparing change in the value of stocks
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6N-1.2 Read, write, order and compare fractions and mixed numbers.
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6N-1.2.1 Change fractions to equivalent fractions with a common denominator
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Comparing overtime rates
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6N-1.3 Read, write, order and compare decimal numbers.
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6N-1.3.1 Demonstrate an understanding that the position of a digit signifies its value
6N-1.3.2 Know that the decimal point separates whole numbers from decimal fractions
6N-1.3.3 Know what each digit represents, including the use of zero as a place holder
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Reading and comparing gas prices
Reading and comparing metric measurements
Comparing currency exchange rates
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6N-1.4 Order and compare percentages and understand percentage increase and decrease.
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6N-1.4.1 Explain percentage as the number of parts in every 100
6N-1.4.2 Describe how 100% is the whole
6N-1.4.3 Demonstrate an understanding that a 10% pay increase is more than a 5% pay increase, but the actual increase depends on the number operated on
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Understanding 20% off in a sale
Understanding a price increase of 10%
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6N-1.5 Identify and use equivalencies between fractions, decimals and percentages.
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6N-1.5.1 Explain how fractions, decimals, and percentages are different ways of expressing the same thing
6N-1.5.2 Know that percentages are fractions out of 100
6N-1.5.3 Express decimal fractions in tenths, hundredths, thousandths
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Writing fractions of an hour as decimals on a time sheet (e.g. ¾ hour as 0.75)
Recognizing that a deli order for 1/3 pound will read about 0.33 on a digital scale
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6N-1.6 Read and write numbers in exponential notation using integer exponents.
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6N-1.6.1 Demonstrate an understanding that a positive exponent indicates the base is to be multiplied by itself that number of times
6N-1.6.2 Demonstrate an understanding that a negative exponent indicates the base is to be divided by itself that number of times
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Using a calculator to compute with small and large numbers
Using exponential notation for metric conversion
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Standard 6N-2. Understand meanings of operations and how they relate to one another
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6N-2.1 Demonstrate an understanding that use of the associative and commutative properties of addition and multiplication and the distributive property of multiplication over addition can simplify computations with decimals, fractions, and integers.
| 6N-2.1.1 Demonstrate conceptual and procedural understanding of operations with decimals, fractions, and integers.
6N-2.1.2 Know meaning of commutativity and associativity and distributive properties with whole numbers |
Using a scientific calculator
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6N-2.2 Demonstrate an understanding that raising a number to a negative integer is repeated division.
| 6N-2.2.1 Demonstrate an understanding of exponents
6N-2.2.2 Use rules of exponents for multiplication and division |
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Standard 6N-3. Compute fluently and make reasonable estimates
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6N-3.1 Add, subtract, multiply and divide decimals up to three places.
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6N-3.1.1 Use strategies to check answers (e.g. approximate calculations using whole numbers)
6N-3.1.2 Know how to align numbers for column addition and subtraction
6N-3.1.3 Explain the placement of the decimal point in multiplying decimals
6N-3.1.4 Explain the placement of the decimal point when dividing decimals
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Converting sums of money between currencies
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6N-3.2 Calculate ratio and direct proportion.
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6N-3.2.1 Demonstrate an understanding of a ratio written in the form 3:2
6N-3.2.2 Work out the number of parts in a given ratio, and the value of one part
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Comparing the price of products of different weights or capacities
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6N-3.3 Add, subtract, multiply and divide using fractions.
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6N-3.3.1 Change fractions to equivalent fractions for the purpose of adding and subtracting
6N-3.3.2 Find a fraction quotient through multiplication
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Adding hours on a time sheet that includes fractions
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6N-3.4 Add, subtract, multiply and divide using integers.
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6N-3.4.1 Explain how number direction affects the four operations
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Finding the average temperature
Figuring the net result of banking transactions
Determining profit after totaling costs
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6N-3.5 Compute with percentage.
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6N-3.5.1 Demonstrate an understanding of how to use proportion to figure with percentage
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Figuring the effect on mortgage payments of a change in interest rates
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6N-3.6 Use a calculator to calculate efficiently using whole numbers, integers, fractions, decimals, percentages.
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6N-3.6.1 Change the sign of a number
6N-3.6.2 Change a fraction to a decimal
6N-3.6.3 Change a percentage to a decimal
6N-3.6.4 Interpret a calculator display employing scientific notation
6N-3.6.5 Find a trigonometric function of a number (e.g. cos 90)
6N-3.6.6 Interpret a rounding error such as 6.9999999 as 7
6N-3.6.7 Demonstrate an understanding of the use of memory and constant functions
6N-3.6.8 Use strategies to check answers obtained with a calculator
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Any calculations at this level
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Strand: Patterns, Functions, and Algebra
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 6P-1. Explore, identify, analyze, and extend patterns in mathematical and adult contextual situations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6P-1.1 Describe, complete, extend, analyze, generalize, and create a wide variety of patterns, including iterative/recursive (e.g. Fibonnacci Numbers), linear, quadratic and exponential functions.
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6P-1.1.1 Create and analyze different representations, such as tables, graphs, verbal descriptions, and equations
6P-1.1.2 Create algebraic expressions, rules, formulae, or sketch graphs to generalize number patterns or observable relationships between variables
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Creating mathematical models
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6P-1.2 Explain the difference between linear and exponential growth.
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6P-1.2.1 Identify general shapes and major characteristics of linear and simple non-linear graphs and interpret their real world meanings
6P-1.2.2 Draw graphs using techniques such as plotting points; sketching from known main features of algebraic function; or using technology like a graphing calculator or computer package
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Reading scientific or economic charts
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Standard 6P-2. Articulate and represent number and data relationships using words, tables, graphs, rules, and equations | Benchmark: At this level an adult will be expected to: | Enabling Knowledge and Skills | Examples of Where Adults Use It |
6P-2.1 Convert between different representations, such as tables, graphs, verbal descriptions, and equations.
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6P-2.1.1 Explain how a variety of problem situations may be modeled by the same function or type of function
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Connecting visual information from a variety of sources to reach a decision about a process, product or service
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6P-2.2 Develop algebraic expressions, rules, formulae, or sketch graphs to generalize straightforward number patterns or observable relationships between variables.
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6P-2.2.1 Create own equations, rules or sketch graphs from word problems or observed situations
6P-2.2.2 Recognize and analyze patterns in number relationships and in charts and tables
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Describing growth or change in workplace output
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6P-2.3 Draw graphs using techniques such as plotting points; sketching from known main features of algebraic function; or using technology like a graphing calculator or computer package.
| 6P-2.3.1 Create a table of values for relations and functions
6P-2.3.2 Demonstrate an understanding of slope
6P-2.3.3 Can use slope-intercept form of equations
6P-2.3.4 Know spreadsheet conventions |
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6P-2.4 Identify general shapes and major characteristics of linear and simple non-linear graphs and interpret their real world meanings.
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6P-2.4.1 Recognize and use direct and indirect variation
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Applying graphic information to the decision- making process
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Standard 6P-3. Recognize and use algebraic symbols to model mathematical and contextual situations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
| 6P-3.1 Recognize that a variety of problem situations may be modeled by the same function or type of function.
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6P-3.1.1 Describe experience using common functions
6P-3.1.2 Describe observations of similarities between graphs of functions of the same type
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Preparing for further study
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6P-3.2 Convert between different representations, such as tables, graphs, verbal descriptions, and equations.
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6P-3.2.1 Graph data in table form
6P-3.2.2 Form a table from data in graph form
6P-3.2.3 Find the equation of a line or how to figure slope and intercept from table data
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Presenting findings of data exploration
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6P-3.3 Evaluate formulas and functions.
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6P-3.3.1 Explain that a variable is replaced by its number value within parentheses when a formula or function is evaluated
6P-3.3.2 Demonstrate an understanding that when there is no operator between a number and a bracket or parentheses that multiplication is implied
6P-3.3.3 Demonstrate knowledge of order of operations
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Informally using d = rt to make estimates regarding speed or time of departure
Using a scientific calculator
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6P-3.4 Solve equations (e.g. linear, quadratic, exponential, trigonometric) and systems of linear equations.
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6P-3.4.1 Demonstrate fluency working with algebraic expressions
6P-3.4.2 Demonstrate experience with a graphing calculator
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Preparing for further study
Measuring angles in industrial settings
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6P-3.5 Recognize and use direct and indirect variation.
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6P-3.5.1 Describe experience using common functions
6P-3.5.2 Describe observations of similarities between graphs of functions of the same type
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Standard 6P-4. Analyze change in various contexts
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6P-4.1 Approximate and interpret rates of change from graphical and numerical data.
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6P-4.1.1 Demonstrate an understanding that slope represents rate of change
6P-4.1.2 Find the slope from a line graph or table of data
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Looking for trends (e.g. in the price of items, in revenue for a business, in value of wages)
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Strand: Statistics and Probability
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 6S-1. Collect, organize and represent data
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Benchmark: At this level an adult will be expected to:
| Enabling Knowledge and Skills |
Examples of Where Adults Use It
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6S-1.1 Pose both categorical and numerical questions about himself or his environment.
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6S-1.1.1 Demonstrate that answers can be found by observing and asking relevant questions and counting responses
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Working on a playground committee to select equipment
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6S-1.2 Collect and organize responses to posed questions.
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6S-1.2.1 Demonstrate an understanding that the concept of categories such as shape, size, color or yes or no responses
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Gathering data for a report
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6S-1.3 Choose appropriate representation to display responses to all types of data.
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6S-1.3.1 Demonstrate an understanding that categorical data is usually displayed on bar or circle graphs
6S-1.3.2 Demonstrate an understanding that numerical data and change over time is usually displayed on a line graph
6S-1.3.3 Know how to calculate percents and find percents and/or fractions of 360 degrees
6S-1.3.4 Demonstrate an understanding that a table can be more accurate than a graph when recording precise numerical data as in decimal values.
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Analyzing data from graphs in newspapers or periodicals
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6S-1.4 Collect comparative data on a single given question such as responses grouped by age group vs. responses grouped by gender.
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6S-1.4.1 Know that responses grouped by different criteria must be recorded in separate data sets
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Gathering information regarding taxpayer groups in a community
Gathering information regarding target audiences for products
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6S-1.5 Display comparative data on a double bar or line graph.
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6S-1.5.1 Explain why separate data sets must be identified by different colors or line patterns
6S-1.5.2 Demonstrate an understanding that a key to identify each data set must be provided
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Showing results of data collection
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6S-16 When computers and software are available, know how to use a spreadsheet.
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6S-1.6.1 Understand that the rows and columns on a spreadsheet are user defined
6S-1.6.2 Understand that cells on the spreadsheet are the intersection of user defined rows and columns
6S-1.6.3 Demonstrate an ability to enter formulas for operations on cell data
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Entering information on a spreadsheet in the workplace
Creating a spreadsheet for personal finance records
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Standard 6S-2. Read and interpret data representations
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6S-2.1 Identify graphs and tables in available resources.
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6S-2.1.1 Demonstrate an understanding that a graph is a visual representation
6S-2.1.2 Understand that a table arranges information in rows and columns
| Reading graphics in newspapers and magazines |
6S-2.2 Know where graphs and tables are likely to be found.
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6S-2.2.1 Explain that graphs and tables can be found in newspapers, magazines, research journals, and promotional materials
6S-2.2.2 Explain that a table is an organizing tool used in manuals, tax forms, financial statements etc.
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Reading advertisements
Looking up taxes payments
Finding current interest rates
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6S-2.3 Give a verbal description of bar, line, and circle graphs, and tables.
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6S-2.3.1 Demonstrate an understanding that a bar graph uses bars of various heights to display amount
6S-2.3.2 Demonstrate an understanding that line graphs use lines to connect data points
6S-2.3.3 Demonstrate an understanding that a circle or pie graph represents the whole or 100%
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Participating in class or work discussions about data representations
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6S-2.4 Make numerical comparisons about relative values on graphs and tables.
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6S-2.4.1 Demonstrate and ability to use number sense skills
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Following changes on sales charts for business trends
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6S-2.5 Infer meaning from gaps, clusters, and comparisons of data.
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6S-2.5.1 Demonstrate ways to compare numbers
6S-2.5.2 Demonstrate how to connect the shape and comparisons of data with text or background knowledge to infer causes for such phenomena
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Reading exam questions
Reading corporate or government reports
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6S-2.6 Infer consequences related to data outcomes.
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6S-2.6.1 Project possible consequences from examining data and text and connecting these to similar situations
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Reading exam questions
Reading corporate or government reports
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Standard 6S-3. Describe data using numerical descriptions, statistics and trend terminology |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6S-3.1 Identify the minimum, maximum, spread, shape, and range of data.
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6S-3.1.1 Explain terms minimum, maximum, and spread
6S-3.1.2 Demonstrate an understanding that range is the difference between the smallest and largest values in the data set
6S-3.1.3 Recognize gaps, holes, and clusters in the data set to determine where data is missing and where it is heavily represented
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Reading temperature charts and in discussions with a financial planner about retirement investment plans offered at work.
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6S-3.2 Use 'most of' statements to describe data.
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6S-3.2.1 Recognize that values in the data set can be repeated and some values may be repeated more frequently than others
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6S-3.3 Find the mean.
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6S-3.3.1 Know that mean is “average” and that average in this case is about equal distribution
6S-3.3.2 Describe how the average can be found by adding all values in the data set and dividing by the number of values in the set
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Estimating one’s daily expenses.
Determining a grade point average
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6S-3.4 Find the median.
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6S-3.4.1 Know that median is the middle value
6S-3.4.2 Know that when there is an even number of values in the data set, the median is found by calculating the mean of two middle values
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Explaining to someone what it means to say “the median salary is $X per hour,” or that the median years worked at a company is X.”
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6S-3.5 Identify the effect of spread on mean and median.
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6S-3.5.1 Recognize the minimum or maximum value can greatly affect the mean but will not affect the median
6S-3.5.2 Explain how the spread of data can affect the “closeness” of the mean and median values
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Discussing with real estate brokers the “true” value of homes in a neighborhood
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Standard 6S-4. Make and evaluate arguments or statements by applying knowledge of data analysis, bias factors and graph distortions
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6S-4.1 Make statements about data trends to support or reject arguments/statements forwarded by others.
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6S-4.1.1 Demonstrate an understanding that lines going up mean increase; lines tilting down mean decrease and that they can vary over time
6S-4.1.2 Explain that a flat line means no change
6S-4.1.3 Define vocabulary to describe trends (e.g. “sharp” increase, “plummeted,” etc.)
| Analyzing reports on stock market
Describing movement of a product, process or service |
6S-4.2 Know when percents given and figures used don’t match
Make accurate statements using percents.
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6S-4.2.1 Describe ways for estimating and calculating percents of numbers
6S-4.2.2 Explain what it means to have an increase of more than 100 percent
6S-4.2.3 Demonstrate an understanding of the significance of large or small percent increases or decreases in various contexts
| Analyzing social science reports |
6S-4.3 Recognize that mean, median, and mode numbers are considered “averages,” and that averages represent numbers typical of the data that can support an argument.
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6S-4.3.1 Explain that what are termed “averages” are numbers supposedly “typical” of data
6S-4.3.2 Describe ways in which “averages” are supposed to be “typical” of data; median is the middle value, mean implies equal distribution of all data
| Examining house sale prices to determine which towns are most likely to have affordable housing stock
Debating rent increases |
6S-4.4 Demonstrate an understanding of the impact of spread on mean and median, and therefore, when the choice of statistic is appropriate and know that mean and medians are compressions of data.
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6S-4.4.1 Use techniques for finding mean and median
6S-4.4.2 Describe with spread changes and resulting changes or lack of changes in mean and median
6S-4.4.3 Explain why means and medians don’t always represent what is typical
6S-4.4.4 Describe why the choice of statistic is inappropriate or appropriate
| Reading advertisements or demographic reports in order to make decisions
Negotiating salary increases |
6S-4.5 Determine which statistic, mean or median, is appropriate for data.
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6S-4.5.1 Describe experience with inappropriate uses of mean and median
6S-4.5.2 Use appropriate statistic to support an argument
| Consuming health and fitness data to determine a plan of action |
6S-4.6 Recognize that bar widths can provide misleading information, and state how those distortions are used to affect the arguments/statements.
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6S-4.6.1 Demonstrate an understanding that visual messages are given by bar widths (e.g. thin relays message of “less” and wide relays message of “more”)
6S-4.6.2 Demonstrate an understanding that visual messages can contradict or enhance evidence
6S-4.6.3 Describe scale distortions and relate impacts on arguments/statements
| Reading advertisements to make consumer choices |
6S-4.7 Recognize scale distortions in research materials, and state how those distortions are used to affect the arguments/statements.
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6S-4.7.1 Explain that scales are represented in regular increments
6S-4.7.2 Demonstrate an understanding that the size of the increments used in scales can make changes seem more or less significant
6S-4.7.3 Describe scale distortions and relate impacts on arguments/statements
| Consuming or preparing environmental and/or corporate reports on pollution |
6S-4.8 Recognize wedge size distortions, and state how those distortions are used to affect the arguments/statements.
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6S-4.8.1 Wedge size in circle graphs should correspond roughly to fraction of data represented
6S-4.8.2 Know how to describe wedge distortions and relate impacts on arguments/statements
| Working with population preference or condition data; understanding advertisements |
6S-4.9 Note where authors of data reports can manipulate data to benefit themselves or malign others in mixed materials and state those bias factors.
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6S-4.9.1 Determine who produced a data report and how their interests might affect the report (e.g. as in conflict of interest.) Know how to articulate information about conflicts of interest or bias when noted
| Reading advertisements and product reports |
6S-4.10 Demonstrate an understanding that different categorizations of data reveal different stories and state how and why such effects relate to arguments/statements.
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6S-4.10.1 Categorize data in a variety of ways (e.g. aggregate or disaggregate data)
6S-4.10.2 Make “story” statements about what is seen in data and how that changes as categories change
6S-4.10.3 Describe possible shifts in data interpretation resulting from the choice of data categorization
| Working with demographic data reports or consumer goods’ data to refute a company’s position or to take a stand on an issue |
6S-4.11 Demonstrate an understanding of the impacts of data compression and state how and why such effects relate to arguments/statements.
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6S-4.11.1 Explain why data representations do not necessarily show every datum; therefore, individual variations are not visible
6S-4.11.2 Explain how personal or regional (subset) variations are sometimes more relevant to arguments/statements than aggregate data
6S-4.11.3 State source and effects of data compression and relate to arguments/statements forwarded by others
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Analyzing consumer preferences’ or selections’ data to determine if it truly reflects what it purports to
Using statistical process control information in the workplace
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6S-4.12 Compare and contrast graphs to evaluate for contradictory or unsupported statements.
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6S-4.12.1 Explain that statements or arguments based on data are sometimes generated by comparing or contrasting graphs
6S-4.12.2 Explain that statements or arguments based on one graph are sometimes contradicted in another
6S-4.12.3 Where complementary data might be found
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Preparing academic research reports
Analyzing poll data
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6S-4.13 Demonstrate an understanding of simple sample biases.
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6S-4.13.1 Explain how sample size reflects on reliability of data.
6S-4.13.2 Explain how sample composition reflects on reliability of data
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Preparing academic research reports
Analyzing corporate reports
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Standard 6S-5. Know and apply basic probability concepts |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6S-5.1 Discuss events as likely or unlikely.
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6S-5.1.1 Demonstrate an understanding that while some events are impossible, some are certain to happen, and in other events some are more likely to occur than others
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Deciding to avoid or use certain products
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6S-5.2 Give the probability of a single outcome in simple concrete situations such as tossing a coin or rolling a die.
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6S-5.2.1 Demonstrate an understanding that probability depends on the total number of possibilities
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Tossing a coin or Rolling dice
Explaining to children the probability of winning or losing in a competitive activity
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6S-5.3 State probability as a ratio fraction.
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6S-5.3.1 Describe how probability is the ratio of the potential successful outcomes to total possibilities
6S-5.3.2 Know that such ratios can be written in fraction form
6S-5.3.3 Know that ratio fractions can be simplified
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Playing card games
Interpreting the odds at a sporting event
Understanding mortality rates related to certain diseases
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6S-5.4 State probability as a percent.
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6S-5.4.1 Understand that the likelihood of an event is measured on a scale of 0% being impossible and 100% being certain
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Interpreting the odds at a sporting event
Understanding mortality rates related to certain diseases
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6S-5.5 Find the probability of both independent and dependent events.
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6S-5.5.1 Demonstrate an understanding that the probability is independent when the outcome of one event does not influence the outcome of another
6S-5.5.2 Demonstrate an understanding that the probability is dependent when the outcome of one event directly influences the outcome of subsequent events
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Interpreting the odds of contracting breast cancer and being in an airplane accident.
Interpreting the odds of contracting lung disease from smoking and dying of lung cancer.
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Strand: Geometry and Measurement
Learners engage in problem solving within adult contextual situations by communicating, reasoning, and connecting to the following standards:
Standard 6G-1. Use and apply geometric properties and relationships to describe the physical world and identify and analyze the characteristics of geometric figures
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6G-1.1 Model and solve problems using the concepts of perpendicularity, parallelism, congruence and similarity of geometric figures (includes polygons, 3-D figures, and circles).
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6G-1.1.1 Know and use geometric vocabulary
6G-1.1.2 Recognize and describe perpendicular and parallel lines
Identify and label angles and figures
6G-1.1.3 Demonstrate an understanding of measure of angles and sides
6G-1.1.4 Demonstrate an understanding of similarity of 2-D figures
6G-1.1.5 Use proportional reasoning
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Building and designing structures
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6G-1.2 Use the Pythagorean theorem, similarity, and right-triangle trigonometry to model and solve problems.
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6G-1.2.1 Know properties of right triangles, including angle measurement
6G-1.2.2 Demonstrate an understanding of similarity of triangles
6G-1.2.3 Apply proportional reasoning to find corresponding sides
6G-1.2.4 Know vocabulary for trigonometric functions.
6G-1.2.5 Know how to read a trig table or use a scientific calculator to find trig ratios
6G-1.2.6 Read, compare, or draw sketches of triangles
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Designing products
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6G-1.3 Use spatial visualization to describe and analyze geometric figures.
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6G-1.3.1 Know meaning of horizontal and vertical
6G-1.3.2 Develop informal benchmarks for angles
6G-1.3.3 Know vocabulary for 2-D shapes
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Identifying and describing objects to be measured
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Standard 6G-2. Use transformations and symmetry to analyze mathematical situations |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6G-2.1 Use coordinates to describe translations/rotations of geometric figures.
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6G-2.1.1 Demonstrate an understanding of the coordinate graph system
6G-2.1.2 Know geometric shapes
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Reading scientific diagrams
Using CAD/CAM software to design a product
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Standard 6G-3. Specify locations and describe spatial relationships using coordinate geometry and other representational systems |
Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6G-3.1 Use coordinates to design and describe geometric figures or translations/rotations of geometric figures.
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6G-3.1.1 Demonstrate an understanding of the coordinate graph system
6G-3.1.2 Know geometric shapes and angles
6G-3.1.3 Demonstrate an understanding of rotation and translation in plane
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Studying vector forces on an object (e.g. in physics)
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Standard 6G-4. Understand measurable attributes of objects and the units, systems, and processes of measurement and apply appropriate techniques, tools and formulas to determine measurements
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Benchmark: At this level an adult will be expected to:
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Enabling Knowledge and Skills
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Examples of Where Adults Use It
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6G-4.1 Solve and estimate solutions to problems involving length, perimeter, area, surface area, volume, angle measurement, capacity, weight, and mass.
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6G-4.1.1 Demonstrate an understanding of the terms perimeter, area, volume, angle, capacity, weight and mass
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Building and measuring structures and objects
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6G-4.2 Predict the impact of changes in linear dimension on the perimeter, area, and volume of figures.
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6G-4.2.1 Know geometric formulae
Identify how the change in one variable causes a change in another
6G-4.2.2 Know difference between linear and exponential change
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