What your child is learning

There are four areas in Grade 6 math: the Number strand, the Patterns and Relationships strand, the Shape and Space strand and the Statistics and Probability strand.

In the Number strand, your child learns to

• show how decimals, fractions, ratios, and percents are related;
• use place value, factors (e.g. 6 is a factor of 24) nd multiples (e.g. 36 is a multiple of 9) to solve problems;
• multiply and divide decimals;
•   explain and apply the order of operations

In the Patterns and Relationship strand, your child uses variables to show number patterns

In the Shape and Space strand, your child

• identifies and draws angles and triangles;
• solves problems using perimeter, area and volume.

In the Statistics and Probability strand, your child uses line graphs to show and analyze information.
 
In the four strands, children:

• communicate what they are thinking and learning
• connect math to everyday situations and other subjects
• estimate and use mental math strategies
• learn through problem solving
• reason and explain their thinking
• use technology to enhance their learning
• use visual images to describe their thinking

To find out more about what your child is learning, we encourage you to talk to the teacher. You may also find helpful information on the Curriculum Essentials posters, which are interactive PDFs designed for teachers that provide an overview of the knowledge, processes, and skills for this subject area.

The first page gives an overview of what your child will be learning, grouped into learning targets (concepts) so that the curriculum is easier to understand. The number codes correspond to the curriculum learning outcomes. The arrow at the top of the page highlights the mathematical processes, which are described in more detail on the third page. These are the ways through which mathematical concepts are taught. The second page offers a more detailed description of the expectations related to each concept and the categories found on the provincial report cards regarding assessment.

You may also wish to refer to the Mathematics - Manitoba Curriculum Framework of Outcomes.

How your child is assessed

Your child’s teacher will assess students on the four math strands.  Your child’s progress will be measured in three categories, shown on your child’s report card:

• knowledge and understanding
• mental math and estimation
• problem solving

The teacher will report on your child’s progress three times a year. The information from each report helps you to support your child’s learning. You can use it to talk with your child and your child’s teacher about results, strengths, challenges and what your child will be doing next.

Resources

A method or system of steps used to solve problems. Several examples of strategies are: drawing a picture or graph, looking for a pattern, using a process of elimination, using trial and error, and applying mental math and estimation strategies.

Parents can help middle years students build a better understanding about math by doing the following:

• As a family, play card and board games that involve numbers, puzzles, brain teasers or strategic planning.
• Engage your child in banking, cooking, shopping, construction and budgeting activities that estimate quantities, calculate balances, and measure.
• Help your child understand and analyze data, statistics and daily information from newspapers, sports and television.
• Communicate with your child about math. Ask your child what math they are learning or to explain their thinking strategies by asking, “How did you do that? Can you explain your solution? Is there another way of doing the question?”
• Provide space at home and where possible, have the appropriate math tools to complete homework or math tasks (rulers, calculators, etc).
• Support and encourage your child with homework. Encourage your child to persevere with math tasks, looking for new solutions or seeking out other resources. Ask “What is the problem you are working on? Are there words you don’t know? Can you find other examples from your notes? Can you draw a picture or make a diagram? What is your teacher asking you to do? Would it help to do another question first? Who can you ask for assistance?” Having your child explain something out loud sometimes helps find a solution. Have him or her show all of their thinking and calculations to support their solutions.
• Exhibit a positive attitude towards math. Set expectations that include success in math and learn about careers that use math.

Additional information and resources to support your child’s learning.

These are a few examples and the list is not exhaustive.

• National Council of Teachers of Mathematics- Family Resource page
  Resources to help your child learn math
•  Your Child and the Middle Years Provincial Assessment
  Information about the Manitoba Middle Years Provincial Assessment
• Illuminations
  This site is part of the National Council of Teachers of Mathematics web site called "Illuminations". It provides parents and teachers with a dynamic menu to search over 1,100 Internet math resources. Parents can find material to assist children who might not understand a particular math concept, as well as materials that will extend children's understanding. The site also show parents how the teaching and learning of mathematics has changed.
• Figure this
  Created by the National Council of Teachers of Mathematics, this site helps families enjoy mathematics outside school through a series of fun challenges.
• Math Forum
  This online community includes teachers, students, researchers, parents and educators who have an interest in math and math education. The site includes Ask Dr. Math, Problems of the Week, discussion groups and much more.
• MathFROG provides fun resources and online games for mathematics for grades 4, 5, and 6 students, teachers and parents.
• NRICH enriching mathematics
  Enrichment mathematics activities and challenges for students grades 1 to12.
• KhanAcademy

On this site, you will find a library of over 2,400 videos covering mathematics to physics, finance, and history.

• PBS Kids
  Activities and games
• New Zealand curriculum family site
  Online games for children to provide math skills practice and enrichment
• Gamequarium
  More games and videos

Frequently Asked Questions

Here are some questions that are often asked about Mathematics. If you have a question that isn't answered here, you can ask your child's teacher or use the comment form on the left of the page.

What has changed in the new curriculum? The whole curriculum has not been revised. Clarifications have been made to some of the learning outcomes of the number strand in the curriculum. Clear indications of what students are expected to do have been added. The revised programs of study offer students greater opportunities to develop mathematical reasoning and problem-solving skills, and to make connections between mathematics and its applications. Only the following sections have been revised: Philosophy and Pedagogy in the Introduction Addition and Subtraction Facts to 18 (Clear indications of what students are expected to do.) Multiplication and Division Facts to 81 (Clear indications of what students are expected to do.) Adding, Subtracting, Multiplying, and Dividing Whole Numbers Adding, Subtracting, Multiplying, and Dividing Decimal Numbers Addition of references Highlights of the revisions can be reviewed within the document Kindergarten to Grade 8 Mathematics Curriculum Framework: 2013 Revisions.

How can I stay informed about the revised mathematics program? Updates about the mathematics program are posted on the website. Students and parents are also encouraged to talk to the mathematics teachers in their school for additional information about the mathematics program.

Will my child learn basic addition, subtraction and multiplication? Yes. Everyone needs to know the number operations to solve problems. Teachers also want students to understand the concepts behind the math skills so they will know which skill to use when solving problems. Students may use numbers, models or drawings to learn the math facts and will practice the facts to use in more complex questions. As the numbers increase in size, students are encouraged to demonstrate an understanding of multiplication and/or division by using estimation, standard algorithms and strategies such as partial products. Ex: For 36 × 42, think (30 + 6) × (40 + 2) = 30 × 40 + 30 × 2 + 6 × 40 + 6 × 2, then 1200 + 60 + 240 + 12 = 1512 .

What do you mean by mental math and estimation? Mental math is the ability to calculate answers mentally rather than on paper or an electronic device. Mental math strategies help students learn to estimate or figure out approximate values or quantities. Building on their knowledge of facts, numbers and number properties, students will be able to choose appropriate strategies to use in number or algebraic problems and will use estimates to help them make mathematical judgements.

What are mental math strategies? A mental math strategy is a way to solve problems. Your child’s knowledge of math strategies gets more sophisticated as he or she builds on the level of math in each grade. As your child moves up to a higher grade, his or her level of math understanding increases. Mental math strategies in the middle years include: Skip Counting from a known fact Front end Rounding Compatible Numbers Repeating Halving and Repeated Doubling Zero Principles Order of Operations Estimation for Multiplication and Division Estimation with Decimals Inverse Relationships of Multiplication and Division

How can I help my child with mental math and estimation? You can help your child build a better understanding of mental math and estimation skills by: playing card and board games that use mental math (ex: Snakes and Ladders, Yahtzee, dice); getting your child to help with banking, cooking, shopping, budgeting, distances, measurements and quantities– all activities that include mental math and estimation problems. Helping your child learn that math is part of our everyday lives; asking your child to explain how he or she came up with a math answers; allowing your child to struggle – and not give up – with math problems; having a positive attitude towards math; asking your child to explain what was learned in math class. When your child is working on mental math and estimation problems, ask: Does your answer make sense? Why did you do it that way? How did you get that answer? Do you see a pattern? Can you tell me a different way of answering the question?

What is meant by personal strategies? Personal strategies are steps students take to solve a problem when using addition, subtraction, multiplication or division. These used to be taught in a formal step-by-step method and students didn’t always understand why the steps were done or why the order was important. Students now learn they can solve problems in different ways. Your child is learning a variety of personal strategies including the standard step-by-step method, and the carrying and borrowing numbers method. The goal is to help your child calculate using number sense and learn flexible and accurate ways to solve math problems.

What is meant by problem solving? Students generally learn math through problems, models and real-life situations. A task or problem will be given to your child so he or she can solve it through math thinking and applying math skills and knowledge. These are important ways to have students think critically about numbers and use them in appropriate situations. An important part of problem solving is getting students to explain their answers and how they got them. Communication, justification and reasoning are key components of mathematical problem solving.