What is the difference between C2.0 Math 6 and MCPS 2001 Math 6
C2.0 Math 6
Statistics and Probability
 Develop understanding of statistical variability
 Data distribution can be described by its shape,
center, or spread
 Box and Whisker plots, histograms, and line plots
 Summarize and reason with distributions
Number System
 Division of fractions – using visual models and
equations
 Fluency with computation of multi-digit numbers
and decimals
 GCF and LCM using distributive property
 Introduction to integers
 Use of number line to understand rational
numbers
 Ordering and absolute value of rational numbers
 Graphing on a coordinate plane
Expressions and Equations
 Use of variables
 Write and evaluate expressions with exponents
 Analyze expressions and apply properties to
generate equivalent expressions
 Reason about and solve one variable equations
and inequalities
 Dependent and Independent Variables
Geometry
 Area of polygons
 Volume of prisms
 Polygons in coordinate planes
 Three dimensional figures using nets to find
surface area and volume
Ratio Relationships
 Concept of ratio
MCPS 2001 Math 6
Unit 1: Data Analysis
 Frequency Tables
 Measures of Central Tendency
 Choosing the Best Measure of Central Tendency
 Analyzing circle graphs
 Bias/Unbias and Sampling Methods
 Choosing the best graphical display
Unit 2: Fractions Decimals and Percents
 Metric System
 Add, Subtract, Multiply, and Divide Decimals
 Add, Subtract, Multiply, and Divide Fractions
 Convert from fractions to decimals and decimals to
fractions
 Equivalent ratios, decimals, and percents
 Ratios, Rates, and Unit Rate
 Estimation with fractions and decimals
 Time conversions
 Compare and order ratios, decimals, and percents
Unit 3: Geometric Relationships
 Using tools to draw angles, triangles, circles, and
quadrilaterals
 Measuring angles using a protractor
 Calculating Angle Sums of Polygons
 Classify triangles and quadrilateral by sides and
angles
 Identify angles as complementary, supplementary,
and adjacent
 Determine missing angle measures using estimation
and direct/indirect measurements
 Diagonal lines in polygons
 Determine relationship between the diameter and
circumference of a circle
 Compute circumference and area of circles
 Graphing ordered pairs
 Transformations
 Congruent vs. Similar figures
 Nets (2-D drawing of a 3-D figure)
 Area of 2-D figures (triangles, quadrilaterals and
circles)
Unit 4: Algebra, Patterns, and Functions
 Patterns (describe and extend)
What is the difference between C2.0 Math 6 and MCPS 2001 Math 6
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Unit Rates
Use ratio reasoning to solve problems using:
o Equivalent ratios
o Tape diagrams
o Double number lines
o Diagrams
o Equations
Plot ratios on a coordinate plane
Unit pricing and constant speed
Percents as a rate
Multiplicative reasoning with ratios to convert
measurement units
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Unit 5:
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Geometric and Arithmetic Sequences
Linear vs. Non-linear functions
Graph linear functions
Exponent introduction (standard form ,exponential
form, and simplest form)
Simplify expressions using the order of operations
Apply formulas and evaluate algebraic expressions
Solve one-step equations with fractions and decimals
Write algebraic expressions
Solve inequalities and graph on a number line
Probability
Find outcomes of experiments
Find probability of events
Use data to estimate probability of events
Represent probabilities as fractions, decimals, and
percents
Predict probability based on experiment and compare
to theoretical probability
Summary:
 MCPS 2001 Math 6 does have some similar concepts as C2.0 Math 6; however, the standards are different and are not
taught as in depth as they will be in the Common Core curriculum.
 The content of 2001 Math 6 contains some mathematics that is not in Common Core middle school content.
 The way in which students will experience C2.0 Math 6 is very different than the way they experience MCPS 2001
Math 6. There is more focus on how students arrive at their answer, rather than on the answer itself. Students will
explore multiple methods, justify their work, and work collaboratively to make connections. More time will be spent
on fewer topics in order for students to develop a deep conceptual understanding.