Nā Ana Pili Helu - Papa 6 Kā mua

ʻaoʻao o 10

Nā Ana Pili Helu - Papa 6

Unuhi ʻia mai CCSS

Domain | Cluster | Code | Ke Ana | CCSS |

Ratios and Proportional Relationships | Understand ratio concepts and use ratio reasoning to solve problems. (1.1) | 6.RP.A.1 | Maopopo ka manaʻo o ka lakio a hoʻohana i ka ʻōlelo pili i ka lakio e wehewehe i ka pilina lakio o ʻelua nui. He laʻana: He 2:1 ka lakio o nā ʻēheu manu i ka nuku manu o ka kahua holoholona, no ka mea, he 2 ʻēheu no 1 nuku.” A i ʻole, “No nā koho pāloka pākahi i loaʻa i ka moho A, ua loaʻa 3 koho pāloka i ka moho C.” | 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.” |

6.RP.A.2 | Maopopo ka manaʻo o ka lakio anakahi a/b i pili i ka lakio a:b me b ? 0, a e hoʻohana i ka ʻōlelo lakio i ka pōʻaiapili o ka pilina lakio. He laʻana: “ He 3 kīʻaha palaoa i ka 4 kīʻaha kōpaʻa ka lakio o kēia lekapī, no laila he ¾ kīʻaha palaoa no kēlā me kēia hoʻokahi kīʻaha kōpaʻa.” a i ʻole, “Ua uku mākou he $75 no 15 hamapuka, a he $5 no nā hamapuka pākahi ka pālakio.” (He manaʻo: Kaupalena ʻia nā pahuhopu no kēia pae papa e pili i nā pākēneka anakahi ma luna o nā hakina paʻakikī ʻole). | 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 noncomplex fractions.) | ||

6.RP.A.3 | Hoʻohana i ka lakio a me ka noʻonoʻo kūpili i ka lakio no ka hoʻomākalakala ʻana i nā polopolema/nane haʻi o ka nohona a me ka makemakika/pilihelu, e laʻa me, ka noʻonoʻo kūpili ʻana no ka pakuhi o nā lakio like, nā kiʻikuhi ʻaukā, nā kiʻikuhi laina helu pālua, a i ʻole nā haʻihelu. a. Hoʻokumu i nā pakuhi lakio like e hoʻopili ana i ka nui me nā ana helu piha, huli i ka helu i loaʻa ʻole ma ka pakuhi, a e kākuhi i nā paʻa helu ma ka papa kuhikuhina. Hoʻohana i ka pakuhi e hoʻohālikelike i nā lakio. e. Hoʻomākalakala i nā polopolema/nane haʻi lakio anakahi a me nā mea pili i ke kumu kūʻai a me ka mama holo kūmau. E laʻa, he 7 hola ka lōʻihi o ka ʻokimauʻu ʻana ma 4 pā hale, no laila, i ka hoʻomau ʻana aku i ia pākēneka, ʻehia pāhale i hiki ke ʻokimauʻu ʻia i loko o 35 mau hola? He aha ka pākēneka o ka ʻokimauʻu ʻana? i. Huli i ka pākēneka o ka nui ma ka lakio pā 100 (he laʻana: Like ka manaʻo o 30% o ka nui me 30/100 hoʻonui i ia nui); hoʻomākalakala i nā polopolema/nane haʻi e loʻa ka helu holoʻokoʻa, ke hōʻike ʻia kekahi mahele a me ka pākēneka. o. Hoʻohana i ka noʻonoʻo kūpili lakio no ka hoʻololi ʻana i ke anakahi ana; hoʻohana pono a hoʻololi pono i ke anakahi i ka hoʻonui ʻana a me ka puʻunaue ʻana i ka nui. | 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. a. 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. b. 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? c. 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. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities. | ||

Ka ʻŌnaehana Helu | Apply and extend previous understandin gs of multiplication and division to divide fractions by fractions. (2.1) | 6.NS.A.1 | Wehewehe a helu i ka helu puka o ka hakina, a hoʻomākalakala i nā polopolema huaʻōlelo/moʻolelo nane me ka puʻunaue ʻia ʻana o ka hakina e ka hakina, e laʻa, ma o ke kūkohu hakina e hiki ke nānā ʻia a me nā hopunahelu e kū ana i ka polopolema/nane haʻi. | 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? |

Compute fluently with multi-digit numbers and find common factors and multiples. (2.2) | 6.NS.B.2 | ʻEleu ka puʻunaue ʻana i nā helu kikohoʻe ʻelua a ʻoi me ka hoʻohana ʻana i nā kaʻina haʻihelu kūmau. | Fluently divide multi-digit numbers using the standard algorithm. | |

6.NS.B.3 | ʻEleu ka hoʻohui ʻana, ka hoʻolawe ʻana, ka hoʻonui ʻana, a me ka puʻunaue ʻana i nā helu kekimala kikohoʻe ʻelua a ʻoi me ka hoʻohana ʻana i nā kaʻina haʻihelu kūmau no nā hana hoʻomākalakala pākahi a pau. | Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation. | ||

6.NS.B.4 | Huli i ka heluhoʻonui like nui loa o ʻelua helu piha i ʻemi mai a i ʻole i like me 100 a me ka helu māhua liʻiliʻi mai o ʻelua helu piha i ʻemi mai a i ʻole i like me 12. Hoʻohana i ke ʻanopili hoʻoili e hōʻike i ka huinanui o ʻelua helu piha 1-100 me ka helu hoʻonui like he helu māhua o ka huinanui o ʻelua helu piha me ka ʻole o ka helu hoʻonui like. He laʻana: e hōʻike he 36 + 8 ma kēia ʻano: 4 (9 + 2). | 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). | ||

Apply and extend previous understandings of numbers to the system of rational numbers. (2.3) | 6.NS.C.5 | Maopopo ka hoʻohana pū ʻia o ka helu ʻiʻo a me ka helu ʻiʻo ʻole no ka wehewehe ʻana i ke kū ʻokoʻa ʻana o ka nui o kekahi mau helu (he laʻana: ke ana wela ma luna~ma lalo o ka ʻole, ke kiʻekiʻena ma luna~ma lalo o ka ʻilikai, ka uku kākī, ka uila ʻāne~ʻine); hoʻohana i nā helu ʻiʻo~ʻiʻo ʻole e hōʻike i ka nui maoli o ka nohona, me ka wehewehe ʻana i ka manaʻo o 0 i nā pōʻaiapili pākahi a pau. | 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, debits/credits, positive/negative electric charge); use positive and negative numbers to represent quantities in realworld contexts, explaining the meaning of 0 in each situation. | |

6.NS.C.6 | Maopopo ko ka helu rational kiko ma ka laina helu. Hoʻoloa i ke kiʻikuhi laina helu a me ka iho kuhikuhina i kamaʻaina ʻē i kekahi pae papa i hala, no ka hōʻike ʻana i nā kiko o nā kuhikuhina helu ʻiʻo ʻole ma ka laina a me ka papa kuhikuhina. a. Hoʻokūʻike i nā hōʻailona ʻēkoʻa o nā helu he hōʻike o ʻelua wahi ma nā ʻaoʻao ʻēkoʻa o ka 0 ma ka laina helu; hoʻokūʻike i ka ʻēkoʻa o ka ʻēkoʻa o ka helu, ʻo ia nō ia helu, he laʻana: –(–3) = 3, a ʻo ka 0 kona ʻēkoʻa ponoʻī. i. Maopopo nā hōʻailona o nā paʻa helu kuhikuhina he hōʻike o nā wahi o ka ʻāpana hapahā o ka papa kuhikuhina; hoʻokūʻike i ka ʻokoʻa o ka hōʻailona wale nō o ʻelua paʻa helu kuhikuhina, ua pili kahi o nā kiko ma ke akakū ma hoʻokahi a ʻelua iho kuhikuhina paha. o. Huli a hoʻonoho i nā helu piha a me nā helu rational hou aku ma ka laina helu papamoe a i ʻole ka laina helu papakū; huli a hoʻonoho i nā paʻa helu piha a me nā helu puʻunaue rational hou aku ma ka papa kuhikuhina. | 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. a. 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. b. 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. c. 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. | ||

6.NS.C.7 | Maopopo ka hoʻokaʻina ʻana a me ka waiwai ʻiʻo o nā helu rational. a. Wehewehe i ka ʻōlelo haʻi kaulike ʻole ma ke ʻano he ʻōlelo haʻi no nā wahi o ʻelua helu ma ke laina helu. e. Kākau, unuhi, a wehewehe i ka ʻōlelo haʻi no ka hoʻokaʻina ʻana i nā helu rational i nā pōʻaiapili o ka nohona. i. Maopopo ka waiwai ʻiʻo o nā helu rational he kaʻawale aku mai ka 0 o ke laina helu; wehewehe i ka waiwai ʻiʻo ma ka nui o kekahi helu ʻiʻo a i ʻole ʻiʻo ʻole i ka pōʻaiapili o ka nohona. o. Hōʻokoʻa/Waeleʻa/Hōʻoia i ka hoʻohālikelike ʻana i ka waiwai ʻiʻo i nā ʻōlelo haʻi e pili i ka hoʻokaʻina ʻana. | Understand ordering and absolute value of rational numbers. a. 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. b. 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. c. 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 realworld situation. For example, for an account balance of –30 dollars, write |–30| = 30 to describe the size of the debt in dollars. d. 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. | ||

6.NS.C.8 | Hoʻomākalakala i nā polopolema/nane haʻi o ka nohona a me ka makemakika/pili helu ma ke kākuhi ʻana i nā kiko ma nā ʻāpana hapahā a pau o ka papa kuhikuhina. Hoʻohana hoʻi i nā paʻa helu kuhikuhina a me ka waiwai ʻiʻo e huli i ke kaʻawale o nā kiko no lākou ka helu kuhikuhina mua i like a i ʻole, me ka helu kuhikuhina ʻalua i like. | 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. | ||

No Ka Haʻi a me Ka Haʻihelu | Apply and extend previous understandings of arithmetic to algebraic expressions. (3.1) | 6.EE.A.1 | Kākau a ana i nā haʻihelu o nā pāhoʻonui helu piha. | Write and evaluate numerical expressions involving wholenumber exponents. |

6.EE.A.2 | Kākau, heluhelu, a ana i nā haʻihelu o nā hua palapala e kū ana no nā helu. a. Kākau i ka haʻihelu nāna e palapala i ka hana hoʻomākalakala me nā helu a me nā hua palapala e kū ana no nā helu. e. Hoʻomopopo i nā māhele o ka haʻihelu me nā huaʻōlelo pili helu/makemakika (huinanui, paukū/palena, hualoaʻa, heluhoʻonui, helupuka, kaʻilau); ʻike i kekahi māhele o ka haʻihelu ma ke ʻano he paukū hoʻokahi. i. Ana i ka haʻihelu ma ka waiwai kikoʻī o kona hualau. Nānā pū i nā haʻihelu i ulu mai nā haʻilula i hoʻohana ʻia ma nā polopolema/nane haʻi o ka nohona. Hana i nā hana hoʻomākalakala, a me nā hana pāhoʻonui helu piha, i ke kaʻina kūmau i ka ʻole o nā kahaapo e hōʻike ana i kekahi kaʻina hana kikoʻī (Ke Kaʻina Hana Hoʻomākalakala). | Write, read, and evaluate expressions in which letters stand for numbers. a. 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. b. 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. c. 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 wholenumber exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2. | ||

6.EE.A.3 | Hoʻohana i nā ʻanopili o ka hana hoʻomākalakala ma ke ʻano he mau kaʻakālai e hoʻopuka i nā haʻihelu kaulike. | Apply the properties of operations as strategies to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply properties of operations to y + y + y to produce the equivalent expression 3y. | ||

6.EE.A.4 | Hoʻomaopopo i ke kaulike o ʻelua haʻihelu (e laʻa, i ka manawa e haʻi inoa ai ʻelua mau haʻihelu i ka helu hoʻokahi, a he mea iki ka waiwai o ka helu e hoʻokomo ʻia ma ka haʻihelu). | 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. | ||

Reason about and solve one variable equations and inequalities. (3.2) | 6.EE.B.5 | Maopopo ka hoʻomākalakala ʻana i ka haʻihelu a i ʻole ka haʻihelu kaulike ʻole ma ke ʻano he kiʻina hana no ka pane ʻana i ka nīnau: ʻo ka waiwai hea o kekahi ʻōpaʻa/hui ka helu e pololei ai ia haʻihelu a i ʻole ia haʻihelu kaulike ʻole? Hoʻohana i ka pani hakahaka ʻana e hoʻoholo i ka helu o kekahi ʻōpaʻa/hui e pololei ai ia haʻihelu a i ʻole ia haʻihelu kaulike ʻole. | 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.B.6 | Hoʻohana i ka hualau e kū i nā helu a kākau i ka haʻihelu i ka hoʻomākalakala ʻana i nā polopolema/nane haʻi o ka nohona a i ʻole ka makemakika/pili helu; maopopo ke kū ʻana o ka hualau i hōʻailona no ka helu i ʻike ʻole ʻia, a i ʻole kekahi helu ma ka ʻōpaʻa/hui, akā aia i ke kumu o ka hana. | 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. | ||

6.EE.B.7 | Hoʻomākalakala i nā polopolema/nane haʻi o ka nohona a i ʻole ka makemakika/pili helu ma o ke kākau ʻanaa a me ka hoʻomākalakala ʻana i nā haʻihelu ma ke ʻano x + p = q a me px = q a he mau helu rational ʻiʻo ʻole ka p, q a me x. | 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. | ||

6.EE.B.8 | Kākau i ka haʻihelu kaulike ʻole ma ke ʻano x > c a i ʻole x < c e hōʻike i ke kūlana palena a i ʻole alaina ma ka polopelema/nane haʻi o ka nohona a i ʻole ka makemakika/pili helu. Hoʻokūʻike i ke kaulike ʻole ma ke ʻano x > c a i ʻole x < c a me kona mau hāʻina pau ʻole; hōʻike i nā haʻina o ia mau kaulike ʻole ma ke kiʻikuhi laina helu. | Write an inequality of the form x > c or x < c to represent a constraint or condition in a realworld 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. | ||

Represent and analyze quantitative relationships between dependent and independent variables. (3.3) | 6.EE.C.9 | Hoʻohana i nā hualau e kū i ʻelua nui i ka polopolema/nane haʻi o ka nohona e loli ana ma muli o ko lāua pilina; kākau i ka haʻihelu e hōʻike i hoʻokahi nui, kapa ʻia he hualau kaukaʻi, i pili i ka nui aʻe, kapa ʻia he hualau kūʻokoʻa. Kālailai i ka pilina o ka hualau kaukaʻi a me ka hualau kūʻokoʻa, me ka hoʻohana ʻana i nā pakuhi a me nā pakuhi papa, a hoʻopili aku i ka haʻihelu. | 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. | |

Ke Anahonua | Solve real-world and mathematical problems involving area, surface area, and volume. (4.1) | 6.G.A.1 | Huli i ka ʻili o ka huinakolu kūpono, nā huinakolu ʻē aʻe, nā huinahā kūikawā, a me nā huinalehulehu ma ka hoʻopākuʻi ʻana a i huinahā lōʻihi a i ʻole ma ka hoʻohemo ʻana a i huinakolu a i ʻole i kinona hou aku; hoʻohana i kēia mau kiʻina hana i ka pōʻaiapili o ka hoʻomākalakala ʻana i nā polopelema/nane haʻi o ka nohona a i ʻole makemakika/pili helu. | Find area of right triangles, other triangles, special 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. |

6.G.A.2 | Huli i ka pihanahaka o ka ʻōpaka huinahā lōʻihi kūpono nona nā kaʻe hakina ma o ka hoʻopiha ʻia e nā palaka anakahi o ke anakahi kaʻe hakina kūpono, a hōʻike he like a like ka pihanahaka me ka hoʻonui ʻana i nā kaʻe o ka ʻōpaka. Hoʻohana i ka haʻilula V = l w h a i ʻole V = b h e huli a loaʻa ka pihanahaka o ka ʻōpaka huinahā lōʻihi kūpono nona nā kaʻe hakina i ka pōʻaiapili o ka hoʻomākalakala ʻana i nā polopolema/nane haʻi o ka nohona a i ʻole ka makemakika/pili helu. | Find the volume of a right rectangular prism with fractional 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 solving real-world and mathematical problems. | ||

6.G.A.3 | Kahakiʻi i nā huina lehulehu ma ka papa kuhikuhina ke hāʻawi ʻia ka paʻa helu kuhikuhina no nā kihiʻaki; hoʻohana i nā paʻa helu kuhikuhina e huli i ka lōʻihi o ka ʻaoʻao e pākuʻi ana i nā kiko o ka helu kuhikuhina mua like a i ʻole ke kuhikuhina ʻalua like. Hoʻohana i kēia kiʻina hana i ka pōʻaiapili o ka hoʻomākalakala ʻana i nā nane haʻi/polopolema o ka nohona a i ʻole ka makemakika/pili helu. | 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. | ||

6.G.A.4 | Hōʻike i nā kinona paʻa ma nā ʻupena i haku ʻia me nā huinahā lōʻihi a me nā huinakolu, a hoʻohana i ia mau ʻupena e huli i ka ʻili o ua mau kinona nei. Ho‘ohana i kēia mau kiʻinahana i ka pōʻaiapili o ka hoʻomākalakala ʻana i nā nane haʻi/polopolema o ka nohona a i ʻole ka makemakika/pili helu. | 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. | ||

Ka ʻIke Pili Helu a me Ka Pāhiki | Develop understanding of statistical variability. (5.1) | 6.SP.A.1 | Hoʻokūʻike i ka nīnau ʻikepili helu he mea e wānana i ka lolelua ‘ana o ka ‘ikepili e pili i ka nīnau a hōʻike ʻia ‘o ia ma nā pane. | 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. |

6.SP.A.2 | Maopopo he hoʻoili ko ka ‘ikepili i ‘ili’ili ‘ia e pane i ka nīnau ʻikepili helu i hiki ke wehewehe ʻia ma kona kikowaena, kona waiho, a me kona nui kino. | 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. | ||

6.SP.A.3 | Hoʻokūʻike i ke kikowaena o ka ʻōpaʻa/hui ʻikepili helu he mea e hōʻuluʻulu ʻia ai nā waiwai a pau ma ka helu hoʻokahi, akā na’e, na ka laulā e wehewehe i ka lolilua o kona waiwai ma ka helu hoʻokahi. | Recognize that a measure of center for a numerical data set summarizes all of its values using a single number, while a measure of variation describes how its values vary using a single number. | ||

Summerize and describe distribution (5.2) | 6.SP.B.4 | Hōʻike‘ike i ka ʻikepili/‘ike helu ma nā kiko ma ka laina helu, a me ka pakuhi kiko, ka pakuhi ʻaukā alapine, a me ka pakuhi pahu. | Display numerical data in plots on a number line, including dot plots, histograms, and box plots. | |

6.SP.B.5 | Hōʻuluʻulu i ka ʻikepili/’ike helu ma ko lākou pilina i ka pōʻaiapili pēnei: a. Haʻilono i ka nui o ke kaulona ʻana. e. Wehewehe i ke ʻano o ka hiʻohiʻona e noiʻi ‘ia ana, a me kona ana ʻia ʻana a me kona anakahi. i. Hāʻawi i ke ana nui o ke kikowaena (ka ‘awelike a i ‘ole/a me ke kūwaena) a me ka lolelua (ka laulā interquartile a me/a i ‘ole ka haiahū waiwai ‘i‘o kūwaena), a wehewehe i ka lauana holo‘oko‘a a me ka haiahū ahuwale ʻana mai ka lauana maʻamau e pili i ka pōʻaiapili o ka ‘ohi ʻikepili. o. Hoʻopili i ke koho ʻana i ke ana kikowaena a me ke ana lolelua i ke kinona o ka hoʻoili ʻikepili a me ka pōʻaiapili o ka ‘ohi ʻikepili. | Summarize numerical data sets in relation to their context, such as by: a. Reporting the number of observations. b. Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. c. 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. d. 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. |

Nā Ana Kā Mua - Papa 6 Pili Helu

M. Peters

ʻOkakopa 2013