Common Planner
K–12 Standards

Grade 6

Other Virginia Mathematics - VAAP sets

Number, Number Sense, Computation, and Estimation

  • 1

    Identify the location of a point representing a fraction or decimal between two whole numbers on a number line.M-6.1 

    1. CC .

      The fraction or decimal could be 1/2 or 0.5, 1/4 or 0.25, 1/3, or 1/8 between two whole numbers from 0 through 40.M-6.1.CC 

  • 2

    Identify the distance of positive and negative numbers from zero on a number line.M-6.2 

    1. CC .

      The distance of the positive or negative number from zero on the number line could range from 1 through 10.M-6.2.CC 

  • 3

    Compare whole numbers 0 through 80 on a number line.M-6.3 

    1. CC .

      Whole numbers 0 through 80 could be compared with the words “smaller,” “larger,” “same,” or with the symbols <, =, >.M-6.3.CC 

  • 4

    Solve word problems involving addition and subtraction of whole numbers and fractions 1/2, 1/4, 1/3, or 1/8.M-6.4 

    1. CC .

      Problems use simple pictures, diagrams, models, or other representations and could include adding and subtracting whole numbers 0 through 40, adding or subtracting the fractions 1/2, 1/4, 1/3, or 1/8 always with like denominators, or adding or subtracting the fractions 1/2, 1/4, 1/3, or 1/8 to or from 1.M-6.4.CC 

  • 5

    Use currency for problems involving $10.00 or less, including with context. M-6.5

  • 6

    Add, subtract, and multiply positive integers using a number line including with context.M-6.6

    1. CC.

      Addition problems could have solutions from 0 through 50, and subtraction problems could have solutions -10 through 50. Multiplication problems could have solutions from 0 through 60.M-6.6.CC

  • 7

    Solve practical problems involving multiplication and division of positive integers. M-6.7

    1. CC.

      Given a context, multiply two numbers to solve a problem with solutions from 0 through 60. Divide two numbers with solutions from 0 through 20.M-6.7.CC

Measurement and Geometry

  • 8

    Tell time and measure elapsed time to the half and quarter hour using analog and digital clocks, including with context.M-6.8

    1. CC.

      Times could be on the half hour or quarter hour in a.m. or p.m. and could include up to +/- 24 hours of elapsed time. Contexts will relate the time to an appropriate activity. M-6.8.CC

  • 9

    Calculate the perimeter of triangles, squares, rectangles, and pentagons. M-6.9

    1.  

      Problems could include: • triangles with given sides of 1 through 5 units in length, • squares and rectangles with given sides of 1 through 10 units in length, or • pentagons with given sides of 1 through 10 units in length.

  • 10

    Identify points graphed in the first quadrant of the coordinate plane. M-6.10

    1. CC.

      Points to be identified could be from a given point, X, with directions to find point, Y, or identified from an ordered pair.M-6.10.CC

  • 11

    Identify congruent shapes. M-6.11

    1. CC.

      Identification of congruent shapes could include triangles, circles, squares, rectangles, and/or pentagons.M-6.11.CC

Probability, Statistics, Patterns, Functions, and Algebra 

  • 12

    Interpret data in picture and bar graphs and line plots to identify values. M-6.12

    1. CC.

      Picture graphs could include up to 3 categories with values from 0 through 10. Bar graphs and line plots could have from 3 to 8 categories with values from 1 through 40.M-6.12.CC

  • 13

    Calculate whole number averages from a data set. M-6.13

    1. CC.

      Data sets to be averaged could include 2 numbers from 0 through 5 or 3 to 4 numbers from 0 through 10. M-6.13.CC

  • 14

    Identify a missing value in input and output tables that have a proportional relationship between x and y. M-6.14

    1. CC.

      Proportional relationships presented could have unit rates ranging from 1 to 10.M-6.14.CC

  • 15

    Identify equivalent expressions and equations with one variable. M-6.15

    1. CC.

      Simplifications could require combining like terms through addition or subtraction of whole numbers 1 through 40.M-6.15.CC

  • 16

    Match practical situations to inequalities. M-6.16

    1. CC.

      Matching could occur by using “more,” “less,” “greater than,” “less than,” or symbols > or <.M-6.16.CC

Frequently asked questions

What grade levels do these standards cover?
Grade 6
Where can I read the official document?
Virginia Essentialized Standards of Learning (VESOL)

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