NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Ratio and Proportional Reasoning
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Understand ratio
concepts and use ratio
reasoning to solve
problems.
6.RP.1 Understand the concept of a ratio and use ratio
language to describe a ratio relationship between two
quantities. For example, “The ratio of wings to beaks in
the bird house at the zoo was 2:1, because for every 2
wings there was 1 beak.” “For every vote candidate A
received, candidate C received nearly three votes.”
NY-6.RP.1 Understand the concept of a ratio and use ratio language to
describe a ratio relationship between two quantities.
e.g., “The ratio of wings to beaks in the bird house at the zoo was 2:1,
because for every 2 wings there was 1 beak.” “For every vote candidate
A received, candidate C received three votes.”
6.RP.2 Understand the concept of a unit rate a/b
associated with a ratio a:b with b ≠ 0, and use rate
language in the context of a ratio relationship. For
example, “This recipe has a ratio of 3 cups of flour to 4
cups of sugar, so there is 3/4 cup of flour for each cup of
sugar.” “We paid $75 for 15 hamburgers, which is a
rate of $5 per hamburger.”
Note: Expectations for unit rates in this grade are limited to non-
complex fractions.
NY-6.RP.2 Understand the concept of a unit rate a/b associated with a
ratio a:b with b ≠ 0 (b not equal to zero), and use rate language in the
context of a ratio relationship.
e.g., “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so
there are ¾ cup of flour for each cup of sugar.” "We paid $75 for 15
hamburgers, which is a rate of $5 per hamburger."
Note: Expectations for unit rates in this grade are limited to non-complex fractions.
6.RP.3 Use ratio and rate reasoning to solve real-world
and mathematical problems, e.g., by reasoning about
tables of equivalent ratios, tape diagrams, double number
line diagrams, or equations.
NY-6.RP.3 Use ratio and rate reasoning to solve real-world and
mathematical problems.
Note: Strategies may include but are not limited to the following: tables of equivalent
ratios, tape diagrams, double number lines, and equations.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Ratio and Proportional Reasoning
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Understand ratio
concepts and use ratio
reasoning to solve
problems.
6.RP.3a Make tables of equivalent ratios relating
quantities with whole-number measurements, find
missing values in the tables, and plot the pairs of values
on the coordinate plane. Use tables to compare ratios.
NY-6.RP.3a Make tables of equivalent ratios relating quantities with
whole-number measurements, find missing values in the tables, and
plot the pairs of values on the coordinate plane. Use tables to compare
ratios.
6.RP.3b Solve unit rate problems including those
involving unit pricing and constant speed. For example,
if it took 7 hours to mow 4 lawns, then at that rate, how
many lawns could be mowed in 35 hours? At what rate
were lawns being mowed?
NY-6.RP.3b Solve unit rate problems.
e.g., If it took 7 hours to mow 4 lawns, then at that rate, how many
lawns could be mowed in 35 hours? At what rate were lawns being
mowed? What is the unit rate?
Note: Problems may include unit pricing and constant speed.
6.RP.3c Find a percent of a quantity as a rate per 100
(e.g., 30% of a quantity means 30/100 times the
quantity); solve problems involving finding the whole,
given a part and the percent.
NY-6.RP.3c Find a percent of a quantity as a rate per 100. Solve
problems that involve finding the whole given a part and the percent,
and finding a part of a whole given the percent.
e.g., 30% of a quantity means
30
100
times the quantity.
6.RP.3d Use ratio reasoning to convert measurement
units; manipulate and transform units appropriately when
multiplying or dividing quantities.
NY-6.RP.3d Use ratio reasoning to convert measurement units;
manipulate and transform units appropriately when multiplying or
dividing quantities.
Note: Conversion of units occur within a given measurement system, not across
different measurement systems.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
The Number System
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of multiplication and
division to divide
fractions by fractions.
6.NS.1 Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using
visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) ÷ (3/4) and use a visual
fraction model to show the quotient; use the relationship between
multiplication and division to explain that (2/3) ÷ (3/4) = 8/9
because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How
much chocolate will each person get if 3 people share 1/2 lb of
chocolate equally? How many 3/4-cup servings are in 2/3 of a cup
of yogurt? How wide is a rectangular strip of land with length 3/4
mi and area 1/2 square mi?
NY-6.NS.1 Interpret and compute quotients of fractions,
and solve word problems involving division of fractions by
fractions.
Note: Strategies may include but are not limited to the following: using
visual fraction models, a standard algorithm, and equations to represent
the problem.
e.g., Create a story context for (
2
3
) ÷ (
3
4
) and use a visual
fraction model to show the quotient; use the relationship
between multiplication and division to explain that
(
2
3
) ÷ (
3
4
) =
8
9
because
3
4
of
8
9
is
2
3
.
In general, (
) ÷ (
) =


.
e.g.,
• How much chocolate will each person get if 3
people share
1
2
lb of chocolate equally?
• How many
3
4
cup servings are in
2
3
of a cup of
yogurt?
• How wide is a rectangular strip of land with length
3
4
mi and area
1
2
square mi?
Compute fluently with
multi-digit numbers and
find common factors and
multiples.
6.NS.2 Fluently divide multi-digit numbers using the standard
algorithm.
NY-6.NS.2 Fluently divide multi-digit numbers using a
standard algorithm.
6.NS.3 Fluently add, subtract, multiply, and divide multi-digit
decimals using the standard algorithm for each operation.
NY-6.NS.3 Fluently add, subtract, multiply, and divide
multi-digit decimals using a standard algorithm for each
operation.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
The Number System
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Compute fluently with
multi-digit numbers and
find common factors and
multiples.
6.NS.4 Find the greatest common factor of two whole
numbers less than or equal to 100 and the least common
multiple of two whole numbers less than or equal to 12.
Use the distributive property to express a sum of two
whole numbers 1–100 with a common factor as a
multiple of a sum of two whole numbers with no
common factor. For example, express 36 + 8 as 4 (9 +
2).
NY-6.NS.4 Find the greatest common factor of two whole numbers
less than or equal to 100. Use the distributive property to express a sum
of two whole numbers 1–100 with a common factor as a multiple of a
sum of two whole numbers with no common factor other than 1.
Find the least common multiple of two whole numbers less than or
equal to 12.
e.g., Express 36 + 8 as 4 (9 + 2).
Apply and extend
previous understandings
of numbers to the system
of rational numbers.
6.NS.5 Understand that positive and negative numbers
are used together to describe quantities having opposite
directions or values (e.g., temperature above/below zero,
elevation above/below sea level, credits/debits,
positive/negative electric charge); use positive and
negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.
NY-6.NS.5 Understand that positive and negative numbers are used
together to describe quantities having opposite directions or values.
Use positive and negative numbers to represent quantities in real-world
contexts, explaining the meaning of 0 in each situation.
e.g., temperature above/below zero, elevation above/below sea level,
debits/credits, positive/negative electric charge.
6.NS.6 Understand a rational number as a point on the
number line. Extend number line diagrams and
coordinate axes familiar from previous grades to
represent points on the line and in the plane with
negative number coordinates.
NY-6.NS.6 Understand a rational number as a point on the number
line. Use number lines and coordinate axes to represent points on a
number line and in the coordinate plane with negative number
coordinates.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
The Number System
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of numbers to the system
of rational numbers.
6.NS.6a Recognize opposite signs of numbers as
indicating locations on opposite sides of 0 on the number
line; recognize that the opposite of the opposite of a
number is the number itself, e.g., –(–3) = 3, and that 0 is
its own opposite.
NY-6.NS.6a Recognize opposite signs of numbers as indicating
locations on opposite sides of 0 on the number line. Recognize that the
opposite of the opposite of a number is the number itself, and that 0 is
its own opposite.
e.g., With the number 3, – (–3) = 3
6.NS.6b Understand signs of numbers in ordered pairs as
indicating locations in quadrants of the coordinate plane;
recognize that when two ordered pairs differ only by
signs, the locations of the points are related by
reflections across one or both axes.
NY-6.NS.6b Understand signs of numbers in ordered pairs as
indicating locations in quadrants of the coordinate plane. Recognize
that when two ordered pairs differ only by signs, the locations of the
points are related by reflections across one or both axes.
6.NS.6c Find and position integers and other rational
numbers on a horizontal or vertical number line diagram;
find and position pairs of integers and other rational
numbers on a coordinate plane.
NY-6.NS.6c Find and position integers and other rational numbers on a
horizontal or vertical number line. Find and position pairs of integers
and other rational numbers on a coordinate plane.
6.NS.7 Understand ordering and absolute value of
rational numbers.
NY-6.NS.7 Understand ordering and absolute value of rational
numbers.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
The Number System
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of numbers to the system
of rational numbers.
6.NS.7a Interpret statements of inequality as statements
about the relative position of two numbers on a number
line diagram. For example, interpret –3 > –7 as a
statement that –3 is located to the right of –7 on a
number line oriented from left to right.
NY-6.NS.7a Interpret statements of inequality as statements about the
relative position of two numbers on a number line.
e.g., Interpret –3 > –7 as a statement that –3 is located to the right of –7
on a number line oriented from left to right.
6.NS.7b Write, interpret, and explain statements of order
for rational numbers in real-world contexts. For
example, write –3° C > –7° C to express the fact that –3°
C is warmer than –7 ° C.
NY-6.NS.7b Write, interpret, and explain statements of order for
rational numbers in real-world contexts.
e.g., Write –3°C > –7°C to express the fact that –3°C is warmer than –
7°C.
6.NS.7c Understand the absolute value of a rational
number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or
negative quantity in a real-world situation. For example,
for an account balance of –30 dollars, write |–30| = 30
to describe the size of the debt in dollars.
NY-6.NS.7c Understand the absolute value of a rational number as its
distance from 0 on the number line. Interpret absolute value as
magnitude for a positive or negative quantity in a real-world situation.
e.g., For an account balance of –30 dollars, write |–30| = 30 to describe
the size of the debt in dollars.
6.NS.7d Distinguish comparisons of absolute value from
statements about order. For example, recognize that an
account balance less than –30 dollars represents a debt
greater than 30 dollars.
NY-6.NS.7d Distinguish comparisons of absolute value from
statements about order.
e.g., Someone with a balance of $100 in their bank account has
more money than someone with a balance of –$1000, because 100 >
–1000. But, the second person’s debt balance is much greater than
the first person’s credit balance because |–1000| > |100|.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
The Number System
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of numbers to the system
of rational numbers.
6.NS.8 Solve real-world and mathematical problems by
graphing points in all four quadrants of the coordinate
plane. Include use of coordinates and absolute value to
find distances between points with the same first
coordinate or the same second coordinate.
NY-6.NS.8 Solve real-world and mathematical problems by graphing
points on a coordinate plane. Include use of coordinates and absolute
value to find distances between points with the same first coordinate or
the same second coordinate.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Expressions and Equations (Inequalities)
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of arithmetic to algebraic
expressions.
6.EE.1 Write and evaluate numerical expressions
involving whole-number exponents.
NY-6.EE.1 Write and evaluate numerical expressions involving whole-
number exponents.
6.EE.2 Write, read, and evaluate expressions in which
letters stand for numbers.
NY-6.EE.2 Write, read, and evaluate expressions in which letters stand
for numbers.
6.EE.2a Write expressions that record operations with
numbers and with letters standing for numbers. For
example, express the calculation “Subtract y from 5” as
5 – y.
NY-6.EE.2a Write expressions that record operations with numbers and
with letters standing for numbers.
e.g., Express the calculation “Subtract y from 5” as 5 – y.
6.EE.2b Identify parts of an expression using
mathematical terms (sum, term, product, factor,
quotient, coefficient); view one or more parts of an
expression as a single entity. For example, describe the
expression 2 (8 + 7) as a product of two factors; view
(8 + 7) as both a single entity and a sum of two terms.
NY-6.EE.2b Identify parts of an expression using mathematical terms
(term, coefficient, sum, difference, product, factor, and quotient); view
one or more parts of an expression as a single entity.
e.g., Describe the expression 2(8 + 7) as a product of two factors; view
(8 + 7) as both a single entity and a sum of two terms.
6.EE.2c Evaluate expressions at specific values of their
variables. Include expressions that arise from formulas
used in real-world problems. Perform arithmetic
operations, including those involving whole-number
exponents, in the conventional order when there are no
parentheses to specify a particular order (Order of
Operations). For example, use the formulas V = s
3
and
A = 6 s
2
to find the volume and surface area of a cube
with sides of length s = ½.
NY-6.EE.2c Evaluate expressions given specific values for their
variables. Include expressions that arise from formulas in real-world
problems. Perform arithmetic operations, including those involving
whole-number exponents, in the conventional order (Order of
Operations).
e.g., Use the formulas V = s
3
and SA = 6s
2
to find the volume and
surface area of a cube with sides of length
s = ½.
Note: Expressions may or may not include parentheses. Nested grouping symbols are
not included.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Expressions and Equations (Inequalities)
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Apply and extend
previous understandings
of arithmetic to algebraic
expressions.
6.EE.3 Apply the properties of operations to generate
equivalent expressions. For example, apply the
distributive property to the expression 3 (2 + x) to
produce the equivalent expression 6 + 3x; apply the
distributive property to the expression 24x + 18y to
produce the equivalent expression 6 (4x + 3y); apply
properties of operations to y + y + y to produce the
equivalent expression 3y.
NY-6.EE.3 Apply the properties of operations to generate equivalent
expressions.
e.g., Apply the distributive property to the expression
3(2 + x) to produce the equivalent expression 6 + 3x; apply the
distributive property to the expression 24x + 18y to produce the
equivalent expression 6 (4x + 3y); apply properties of operations to
y + y + y to produce the equivalent expression 3y.
6.EE.4 Identify when two expressions are equivalent
(i.e., when the two expressions name the same number
regardless of which value is substituted into them). For
example, the expressions y + y + y and 3y are
equivalent because they name the same number
regardless of which number y stands for.
NY-6.EE.4 Identify when two expressions are equivalent.
e.g., The expressions y + y + y and 3y are equivalent because they name
the same number regardless of which number y represents.
Reason about and solve
one-variable equations
and inequalities.
6.EE.5 Understand solving an equation or inequality as
a process of answering a question: which values from a
specified set, if any, make the equation or inequality
true? Use substitution to determine whether a given
number in a specified set makes an equation or
inequality true.
NY-6.EE.5 Understand solving an equation or inequality as a process of
answering a question: which values from a specified set, if any, make
the equation or inequality true? Use substitution to determine whether a
given number in a specified set makes an equation or inequality true.
6.EE.6 Use variables to represent numbers and write
expressions when solving a real-world or mathematical
problem; understand that a variable can represent an
unknown number, or, depending on the purpose at
hand, any number in a specified set.
NY-6.EE.6 Use variables to represent numbers and write expressions
when solving a real-world or mathematical problem. Understand that a
variable can represent an unknown number, or, depending on the
purpose at hand, any number in a specified set.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Expressions and Equations (Inequalities)
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Reason about and solve
one-variable equations
and inequalities.
6.EE.7 Solve real-world and mathematical problems by
writing and solving equations of the form x + p = q and
px = q for cases in which p, q and x are all nonnegative
rational numbers.
NY-6.EE.7 Solve real-world and mathematical problems by writing and
solving equations of the form x + p = q; x – p = q;
px = q; and
= q for cases in which p, q and x are all nonnegative
rational.
Note: For the
= q case, p ≠ 0.
6.EE.8 Write an inequality of the form x > c or x < c to
represent a constraint or condition in a real-world or
mathematical problem. Recognize that inequalities of
the form x > c or x < c have infinitely many solutions;
represent solutions of such inequalities on number line
diagrams.
NY-6.EE.8 Write an inequality of the form x > c, x ≥ c, x ≤ c or x < c to
represent a constraint or condition in a real-world or mathematical
problem. Recognize that inequalities of these forms have infinitely
many solutions; represent solutions of such inequalities on a number
line.
Represent and analyze
quantitative relationships
between dependent and
independent variables.
6.EE.9 Use variables to represent two quantities in a
real-world problem that change in relationship to one
another; write an equation to express one quantity,
thought of as the dependent variable, in terms of the
other quantity, thought of as the independent variable.
Analyze the relationship between the dependent and
independent variables using graphs and tables, and
relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph
ordered pairs of distances and times, and write the
equation d = 65t to represent the relationship between
distance and time.
NY-6.EE.9 Use variables to represent two quantities in a real-world
problem that change in relationship to one another.
Given a verbal context and an equation, identify the dependent
variable, in terms of the other quantity, thought of as the
independent variable. Analyze the relationship between the dependent
and independent variables using graphs and tables, and relate these to
the equation.
e.g., In a problem involving motion at constant speed, list and graph
ordered pairs of distances and times.
e.g., Given the equation d = 65t to represent the relationship between
distance and time, identify t as the independent variable and d as the
dependent variable.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Geometry
Cluster
NYS Next Generation Learning Standard
Solve real-world and
mathematical problems
involving area, surface
area and volume.
quadrilaterals, and polygons by composing into rectangles or
decomposing into triangles and other shapes; apply these techniques
in the context of solving real-world and mathematical problems.
NY-6.G.1 Find area of triangles, trapezoids, and other
polygons by composing into rectangles or decomposing
into triangles and quadrilaterals. Apply these techniques
in the context of solving real-world and mathematical
problems.
Note: The inclusive definition of a trapezoid will be utilized, which
defines a trapezoid as “A quadrilateral with at least one pair of parallel
sides.” (This definition includes parallelograms.)
edge lengths by packing it with unit cubes of the appropriate unit
fraction edge lengths, and show that the volume is the same as
would be found by multiplying the edge lengths of the prism. Apply
the formulas V = l w h and V = b h to find volumes of right
rectangular prisms with fractional edge lengths in the context of
NY-6.G.2 Find volumes of right rectangular prisms with
fractional edge lengths in the context of solving real-
world and mathematical problems.
the vertices; use coordinates to find the length of a side joining
points with the same first coordinate or the same second coordinate.
Apply these techniques in the context of solving real-world and
mathematical problems.
NY-6.G.3 Draw polygons in the coordinate plane given
coordinates for the vertices. Use coordinates to find the
length of a side joining points with the same first coordinate
or the same second coordinate. Apply these techniques in
the context of solving real-world and mathematical
problems.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Geometry
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Solve real-world and
mathematical problems
involving area, surface
area and volume.
6.G.4 Represent three-dimensional figures using nets
made up of rectangles and triangles, and use the nets to
find the surface area of these figures. Apply these
techniques in the context of solving real-world and
mathematical problems.
NY-6.G.4 Represent three-dimensional figures using nets made up of
rectangles and triangles, and use the nets to find the surface area of
these figures. Apply these techniques in the context of solving real-
world and mathematical problems.
Note: Three-dimensional figures include only right rectangular prisms, right
rectangular pyramids, and right triangular prisms. When finding surface areas, all
necessary measurements will be given.
NY-6.G.5 Use area and volume models to explain perfect squares
and perfect cubes.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Statistics and Probability
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Develop an
understanding of
statistical variability.
6.SP.1 Recognize a statistical question as one that
anticipates variability in the data related to the question
and accounts for it in the answers. For example, “How
old am I?” is not a statistical question, but “How old are
the students in my school?” is a statistical question
because one anticipates variability in students’ ages.
NY-6. SP.1a Recognize that a statistical question is one that anticipates
variability in the data related to the question and accounts for it in the
answers.
e.g., “How old am I?” is not a statistical question, but “How old are the
students in my school?” is a statistical question because one anticipates
variability in students’ ages.
NY-6. SP.1b Understand that statistics can be used to gain
information about a population by examining a sample of the
population; generalizations about a population from a sample are
valid only if the sample is representative of that population.
Note: Students need to understand that data are generated with respect to
particular contexts or situations and can be used to answer questions about those
contexts or situations.
NY-6. SP.1c Understand that the method and sample size used to
collect data for a particular question is intended to reduce the
difference between a population and a sample taken from the
population so valid inferences can be drawn about the population.
Generate multiple samples (or simulated samples) of the same size
to recognize the variation in estimates or predictions.
Note: Examples of acceptable methods to obtain a representative sample from a
population include, but are not limited to, a simple random sample for a given
population or a systematic random sample for an unknown population. Examples of
unacceptable methods of sampling include, but are not limited to, online polls and
convenience sampling because they introduce bias and are not representative of the
population.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Statistics and Probability
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Develop an
understanding of
statistical variability.
6.SP.2 Understand that a set of data collected to answer a
statistical question has a distribution which can be
described by its center, spread, and overall shape.
NY-6. SP.2 Understand that a set of quantitative data collected to
answer a statistical question has a distribution which can be described
by its center, spread, and overall shape.
Notes:
• Students need to determine and justify the most appropriate graph to
display a given set of data (histogram, dot plot).
• Students extend their knowledge of symmetric shapes, to describe data
displayed in dot plots and histograms in terms of symmetry. They
identify clusters, peaks and gaps, recognizing common shapes and
patterns in these displays of data distributions, and ask why a
distribution takes on a particular shape for the context of the variable
being considered.
6.SP.3 Recognize that a measure of center for a
numerical data set summarizes all of its values with a
single number, while a measure of variation describes
how its values vary with a single number.
NY-6. SP.3 Recognize that a measure of center for a quantitative data
set summarizes all of its values with a single number while a measure
of variation describes how its values vary with a single number.
Note: Measures of center are mean, median, and mode. The measure of variation is
the range.
Summarize and describe
distributions.
6.SP.4 Display numerical data in plots on a number line,
including dot plots, histograms, and box plots.
NY-6. SP.4 Display quantitative data in plots on a number line,
including dot plots and histograms.
6.SP.5 Summarize numerical data sets in relation to their
context, such as by:
NY-6. SP.5 Summarize quantitative data sets in relation to their
context.
6.SP.5a Reporting the number of observations.
NY-6. SP.5a Report the number of observations.
6.SP.5b Describing the nature of the attribute under
investigation, including how it was measured and its
units of measurement.
NY-6. SP.5b Describe the nature of the attribute under investigation,
including how it was measured and its units of measurement.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Statistics and Probability
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Summarize and describe
distributions.
6.SP.5c Giving quantitative measures of center (median
and/or mean) and variability (interquartile range and/or
mean absolute deviation), as well as describing any
overall pattern and any striking deviations from the
overall pattern with reference to the context in which the
data were gathered.
NY-6. SP.5c Calculate range and measures of center, as well as
describe any overall pattern and any striking deviations from the
overall pattern with reference to the context in which the data were
gathered.
Note: Measures of center are mean, median, and mode. The measure of variation is
the range. Role of outliers should be discussed, but no formula required.
6.SP.5d Relating the choice of measures of center and
variability to the shape of the data distribution and the
context in which the data were gathered.
NY-6. SP.5d Relate the range and the choice of measures of center to
the shape of the data distribution and the context in which the data
were gathered.
Note: Measures of center are mean, median, and mode. The measure of variation is
the range.
Investigate chance
processes and develop,
use and evaluate
probability models.
NY-6. SP.6 Understand that the probability of a chance event is a
number between 0 and 1 inclusive, that expresses the likelihood of
the event occurring. Larger numbers indicate greater likelihood. A
probability near 0 indicates an unlikely event, a probability around
1/2 indicates an event that is neither unlikely nor likely, and a
probability near 1 indicates a likely event.
NY-6. SP.7 Approximate the probability of a simple event by
collecting data on the chance process that produces it and
observing its long-run relative frequency, and predict the
approximate relative frequency given the probability.
e.g., When rolling a number cube 600 times, predict that a 3 or 6
would be rolled roughly 200 times, but probably not exactly 200
times.
Note: Compound events are introduced in grade 7.
NYSED Grade 6 Draft
New York State Next Generation Mathematics Learning Standards
Grade 6 Crosswalk
Statistics and Probability
Cluster
NYS P-12 CCLS
NYS Next Generation Learning Standard
Investigate chance
processes and develop,
use and evaluate
probability models.
NY-6. SP.8 Develop a probability model and use it to find
probabilities of simple events. Compare probabilities from a model
to observed frequencies; if the agreement is not good, explain
possible sources of the discrepancy.
NY-6. SP.8a Develop a uniform probability model by assigning
equal probability to all outcomes, and use the model to determine
probabilities of simple events.
e.g., The probability of rolling a six-sided fair number cube and
landing on a 2 is
. The probability of landing on an even number
is
.
NY-6. SP.8b. Develop a probability model (which may not be
uniform) by observing frequencies in data generated from a chance
process.
e.g., Find the approximate probability that a spinning penny will
land heads up or that a tossed paper cup will land open-end down.
Do the outcomes for the spinning penny appear to be equally likely
based on the observed frequencies?