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Mathematics Curriculum Grade 6 Grade 6 Revised 2014 ACKNOWLEDGMENTS Acknowledgments The Prince Edward Island Department of Education and Early Childhood Development gratefully acknowledges the contributions of the following groups and individuals toward the development of the Prince Edward Island Grade 6 Mathematics Curriculum Guide: The following specialists from the Prince Edward Island Department of Education and Early Childhood Development: Eamon Graham J. Blaine Bernard Elementary Mathematics & Science Specialist, Secondary Mathematics Specialist, French Curriculum, Department of Education English Curriculum, Department of Education And Early Childhood Development And Early Childhood Development Ted Johnston Brenda Larsen Elementary Mathematics & Science Specialist, Elementary Mathematics & Science Specialist English Curriculum, Department of Education English Curriculum, Department of Education And Early Childhood Development And Early Childhood Development The 2010-2011 grade six mathematics pilot teachers: Cheryl Turner, David Delgado, Athena Consolidated Greenfield Elementary Stephanie Rooney, Sheryl O’Hanley, Englewood School Morell Consolidated Nadine Gallant, Linda Inman - Hyson, Tignish Elementary West Royalty Elementary Patti McQuaid, Ellen Read, Glen Stewart Elementary West Royalty Elementary Lindsay Baillie, Lisa Paynter, Greenfield Elementary Parkside Elementary Paul Sullivan, Elsie Moore, Southern Kings Consolidated Southern Kings Consolidated Jill Richard, Linda Trainor, Athena Consolidated Stratford Elementary School Carol Clarke, Elaine Murphy, Amherst Cove Consolidated Stratford Elementary School Marie McMahon – Young, Dawn Ward, Stratford Elementary School Stratford Elementary School Maureen MacBeath, West Royalty Elementary The Western and Northern Canadian Protocol (WNCP) for Collaboration in Education The Alberta Department of Education The New Brunswick Department of Education PRINCE EDWARD ISLAND GRADE 6 MATHEMATICS CURRICULUM GUIDE i TABLE OF CONTENTS Table of Contents Background and Rationale ............................................................................................... 1 Essential Graduation Learnings ............................................................................ 1 Curriculum Focus ................................................................................................. 2 Conceptual Framework for K-9 Mathematics ................................................................. 3 Mathematical Processes ...................................................................................... 4 The Nature of Mathematics .................................................................................. 7 Contexts for Teaching and Learning .............................................................................. 9 Connections Across the Curriculum ................................................................... 10 Homework .......................................................................................................... 10 Diversity in Student Needs ................................................................................. 10 Gender and Cultural Equity ................................................................................ 11 Mathematics for EAL Learners ........................................................................... 11 Education for Sustainable Development ............................................................. 11 Assessment and Evaluation .......................................................................................... 12 Assessment ........................................................................................................ 12 Evaluation ........................................................................................................... 14 Reporting ............................................................................................................ 14 Guiding Principles ............................................................................................... 14 Provincial Assessment Program……………………………………………………....15 Structure and Design of the Curriculum Guide ........................................................... 16 Specific Curriculum Outcomes ...................................................................................... 19 Number ............................................................................................................... 19 Patterns and Relations ....................................................................................... 57 Shape and Space ............................................................................................... 71 Statistics and Probability .................................................................................. 105 Grade 6 Mental Math Guide .......................................................................................... 123 Mental Math in the Elementary Mathematics Curriculum ................................. 124 Fact Learning .................................................................................................... 137 Mental Computation ......................................................................................... 143 Estimation ......................................................................................................... 157 Overview of Thinking Strategies in Mental Math............................................... 163 Appendix A: Glossary of Mathematical Models ........................................................... 173 Appendix B: Grade 6 Specific Curriculum Outcomes ................................................... 180 Appendix C: Correlation of Grade 6 SCOs to Math Makes Sense 6 ............................ 181 Appendix D: Table of Specifications ............................................................................. 185 References ..................................................................................................................... 186 PRINCE EDWARD ISLAND GRADE 6 MATHEMATICS CURRICULUM GUIDE ii BACKGROUND AND RATIONALE Background and Rationale The development of an effective mathematics curriculum has encompassed a solid research base in its creation. From examining the curriculum proposed throughout Canada to securing the latest research in the teaching of mathematics, the result is a curriculum that should enable students to understand and use mathematics. The Western and Northern Canadian Protocol (WNCP) Common Curriculum Framework for K-9 Mathematics (2006) has been adopted as the basis for a revised mathematics curriculum in Prince Edward Island. The Common Curriculum Framework was developed by the seven Canadian western and northern ministries of education (British Columbia, Alberta, Saskatchewan, Manitoba, Yukon Territory, Northwest Territories and Nunavut) in collaboration with teachers, administrators, parents, business representatives, post-secondary educators and others. The framework identifies beliefs about mathematics, general and specific student outcomes, and achievement indicators agreed upon by the seven jurisdictions. This document is based on both national and international research by the WNCP and the Principles and Standards for School Mathematics (2000), published by the National Council of Teachers of Mathematics (NCTM). Essential Graduation Learnings Essential graduation learnings (EGLs) are statements describing the knowledge, skills and attitudes expected of all students who graduate from high school. Achievement of the essential graduation learnings will prepare students to continue to learn throughout their lives. These learnings describe expectations not in terms of individual school subjects but in terms of knowledge, skills and attitudes developed throughout the curriculum. They confirm that students need to make connections and develop abilities across subject boundaries if they are to be ready to meet the shifting and ongoing demands of life, work and study today and in the future. Essential graduation learnings are cross-curricular, and curriculum in all subject areas is focused to enable students to achieve these learnings. Essential graduation learnings serve as a framework for the curriculum development process. Specifically, graduates from the public schools of Prince Edward Island will be able to demonstrate knowledge, skills and attitudes in the following essential graduation learnings: Respond with critical awareness to various forms of the arts and be able to express themselves through the arts. Assess social, cultural, economic and environmental interdependence in a local and global context. Use the listening, viewing, speaking and writing modes of language(s), and mathematical and scientific concepts and symbols to think, learn and communicate effectively. Continue to learn and to pursue an active, healthy lifestyle. Use the strategies and processes needed to solve a wide variety of problems, including those requiring language, and mathematical and scientific concepts. Use a variety of technologies, demonstrate an understanding of technological applications and apply appropriate technologies for solving problems. More specifically, curriculum outcome statements articulate what students are expected to know and be able to do in particular subject areas. Through the achievement of curriculum outcomes, students demonstrate the essential graduation learnings. PRINCE EDWARD ISLAND GRADE 6 MATHEMATICS CURRICULUM GUIDE 1 BACKGROUND AND RATIONALE Curriculum Focus There is an emphasis in the
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