N6.5 I can model I can model and explain I can model and explain I can model and explain representations for representations for representations for representations for I can demonstrate percents (up to percents (up to percents (up to percents (up to understanding of percent 100) concretely, pictorially, 100) concretely, pictorially, 100) concretely, pictorially, 100) concretely, pictorially, (limited to whole numbers to OR symbolically. OR symbolically. AND symbolically. and symbolically in a variety of unique ways (e. 100) concretely, pictorially, and g. relating 12:15 on a clock symbolically. [C, CN, PS, R, V] to ¼ of an hour, which is 25%). I can write the percent of a I can write an equivalent I can write an equivalent I can write an equivalent pictorial representation. fraction OR decimal for a fraction AND decimal for a fraction and decimal for a whole-numbered percent. whole-numbered percent whole-numbered percent and explain how they are and explain how they are related. related to each other and to the number 100. I can observe and describe I can solve situational I can solve situational I can create and solve examples of problems involving problems involving complex situational percents (up to percents (up to percents (up to problems involving 100) relevant to myself, my 100). 100) and justify my percents (up to family, or my community. answer. 100), verify that my answer is correct, and explain my reasoning. Comments
N6.5 I can demonstrate understanding of percent (limited to whole numbers to 100) concretely, pictorially, and symbolically. [C, CN, PS, R, V] I can model representations for percents (up to 100) concretely, pictorially, OR symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, OR symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, AND symbolically. I can model and explain representations for percents (up to 100) concretely, pictorially, and symbolically in a variety of unique ways (e. g. relating 12:15 on a clock to ¼ of an hour, which is 25%). I can write the percent of a pictorial representation. I can write an equivalent fraction OR decimal for a whole-numbered percent. I can write an equivalent fraction AND decimal for a whole-numbered percent and explain how they are related. I can write an equivalent fraction and decimal for a whole-numbered percent and explain how they are related to each other and to the number 100. I can observe and describe examples of percents (up to 100) relevant to myself, my family, or my community. I can solve situational problems involving percents (up to 100). I can solve situational problems involving percents (up to 100) and justify my answer. I can create and solve complex situational problems involving percents (up to 100), verify that my answer is correct, and explain my reasoning. Comments
Grade-6-Math-Numbers.docx