digital

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PDF (2 MB|116+ pages)
Standards
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Digital Resource for Students
The Teacher-Author has indicated that this resource is made for device-based learning.
\$14.99
List Price:
\$25.00
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You Save:
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• Product Description
• Standards

These 29 digital, interactive worksheets address all Common Core standards for 6th grade math. Several types of questions for each standard will help you assess your students' mastery of each standard.

Designed to make the classroom efficient and interactive, these worksheets are presented as Google Slides, eliminating the need for any paper. These worksheets are easily assigned, completed, and graded digitally, saving you hours of preparation.

The worksheets are perfect for laptops, iPads, Chromebooks, and tablets of all brands and operating systems!

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What you get:

58 pages of worksheets covering all 29 math standards

CCSS at the top of each worksheet

The product file is a simple PDF with a link to my Google Drive folder where you can copy the worksheets for your own use.

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Or, save BIG when you buy the Google Classroom resources bundled with the printable PDF resources:

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The following standards are covered:

6.RP.1 - Ratios and vocabulary

6.RP.2 - Unit rates

6.RP.3 - Real-world ratios and rates

6.NS.1 - Fractions divided by fractions

6.NS.2 - Multi-digit division

6.NS.3 - Add, subtract, multiply, and divide multi-digit decimals

6.NS.4 - Greatest common factors and least common multiples

6.NS.5 - Negative numbers / opposite numbers

6.NS.6 - Negatives on number lines and ordered pairs

6.NS.7 - Ordering absolute values of rational numbers

6.NS.8 - Real-world graphing

6.EE.1 - Whole-number exponents

6.EE.2 - Variables (letters stand for numbers)

6.EE.3 - Generate equivalent expressions

6.EE.4 - Identify equivalent expressions

6.EE.5 - Solving equations and inequalities by substitution

6.EE.6 - Real-world variables

6.EE.7 - Equations of the form x + p = q and px = q

6.EE.8 - Real-world inequalities

6.EE.9 - Real-world dependent and independent variables

6.G.1 - Areas: compose, decompose, and real-world

6.G.2 - Volumes of right rectangular prisms

6.G.3 - Polygons and distances in the coordinate plane

6.G.4 - Surface areas using nets

6.SP.1 - Statistical questions

6.SP.2 - Center, spread, and shape of a distribution

6.SP.3 - Center and variation

6.SP.4 - Numerical data on number lines, dot plots, histograms, and box plots

6.SP.5 - Summarize numerical data sets in their context

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Check out my task cards, exit slips, worksheets, quizzes, tests, and more for other grade levels:

In Printable Format:

Kindergarten Math ULTIMATE Bundle, PDF Format

1st Grade Math ULTIMATE Bundle, PDF Format

2nd Grade Math ULTIMATE Bundle, PDF Format

3rd Grade Math ULTIMATE Bundle, PDF Format

4th Grade Math ULTIMATE Bundle, PDF Format

5th Grade Math ULTIMATE Bundle, PDF Format

6th Grade Math ULTIMATE Bundle, PDF Format

In Printable + Google Classroom Formats:

to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
116+ pages
Included
Teaching Duration
1 Year
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