Curriculum
6th Grade Math - The Number System - NS.1 - N.S.4 - Claims and Explain Thinking Practice
6th Grade Math - The Number System - NS.1 - N.S.4 - Claims and Explain Thinking Practice
6th Grade Math - The Number System - NS.1 - N.S.4 - Claims and Explain Thinking Practice
6th Grade Math - The Number System - NS.1 - N.S.4 - Claims and Explain Thinking Practice

7 Questions

CCSS.Math.Content.6.NS.A.1
CCSS.Math.Content.6.NS.B.2
CCSS.Math.Content.6.NS.B.3
CCSS.Math.Content.6.NS.B.4
STIM.C.Recognize Operations
STIM.D.Claims
STIM.E.Explain Steps/Thinking
STIM.L.Convert Visuals to Expressions, Equations, or Inequalities
1

6th Grade Math - The Number System - NS.1 - N.S.4 - Claims and Explain Thinking Introduction

2

Analyze the fraction model.

3

Will Alannah be able to stay in business based on the information below?

4

Lorenzo subtracted 38.2 from 450, and came up with 68 as the answer. Do you believe his answer is reasonable? Explain why or why not.

5

Do you support Kyla or Erin's claim? Explain.

6

Armin states that the GCF of three even numbers is always the smallest number of the three. Do you agree with Armin's statement? Prove your assertion with an example.

7

Felipe tells his friend, Lola, that the GCF and LCM for a number and its double are always the same. For example, the GCF and LCM of 8 and 16 are equal to one another.

10 USD

/ per year

Not included in Premium or School Licenses.

We help districts in California boost CAASPP Math Scores by Δ +20% by helping teachers determine if students are struggling with the content, the technology involved with the type of question, or the type of strategic thinking required. Based on the 8 Standards for Mathematical Practice, our platform and professional development empowers teachers to recognize all 16 types of strategic thinking across any math question, curriculum, or assessment.

Learn more