Mathematics · 2026

Grade 6 standard map

How OSPI's 12 Grade 6 Priority standards connect: what each one builds on, what it builds to, what it is taught alongside, and how the SBA asks for it.

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Use these in PRISM

A PRISM PLC team can start from OSPI's 12 Priority standards for Grade 6: one step adds them as its Priority standards, ready for scales, assessments and plans.

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How to read it

  • Builds onEarlier standards this one needs. Where to go for intervention.
  • Connects toTaught alongside it, including its supporting standards.
  • Builds to Where it leads. The next steps for a student who has it.

Every connection here is PRISM's own, written against OSPI's 2026 wording, with the reason for it. They were written by an AI ahead of time and are marked until a teacher has read them, so treat them as a starting point. The idea of a map like this comes from Achieve the Core's Coherence Map for Common Core math.

Priority standards

Data Analysis DA

M.6.DA.DS.2New in 2026Collect and record data with technology to identify and describe the characteristics of data sets. Understand that data can be collected (primary data) or existing data can be obtained from other sources (secondary data).New in 2026. Students collect their own data and learn where other data comes from.Builds on 2Builds to 3Connects to 2M.6.DA.DS.3New in 2026Analyze data visualizations and describe measures of center and variability of quantitative data using appropriate displays (dot plots, boxplots). Describe key features of distributions for the variables including center, variability, and shape.New in 2026. Reading a display and describing its center, variability and shape.Builds on 5Builds to 3Connects to 1M.6.DA.SP.5Summarize numerical data sets in relation to their context.Where students compute center and variability, and have to say which measure fits the data.Builds on 4Builds to 4Connects to 3

Quantity Q

M.6.Q.NS.6Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to place any number (integer or rational, positive or negative) on the line (horizontal or vertical), and in the plane.Extends the number line and the coordinate grid past zero, and most of the rest of the rational number work is read off it.Builds on 5Builds to 4Connects to 2

Relationships R

M.6.R.RP.1Explain the concept of a ratio and efficiently, flexibly, and accurately use ratio language to describe a ratio relationship between two quantities.The first time students name a ratio as its own idea, before they solve with one.Builds on 3Builds to 3M.6.R.RP.3Efficiently, flexibly, and accurately demonstrate understanding of ratio and rate reasoning by solving real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations to find different ways to express the same ratio.The main ratio reasoning standard of the grade, and the base for all of proportional reasoning in Grade 7.Builds on 6Builds to 3Connects to 3M.6.R.NS.1Interpret and efficiently, flexibly, and accurately determine 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.Finishes the fraction work that starts in Grade 3 and sets up dividing all rational numbers in Grade 7.Builds on 5Builds to 3Connects to 2M.6.R.EE.3Apply the properties of operations (including the distributive property) efficiently, flexibly, and accurately to generate equivalent expressions.Moves the properties students have used with numbers over to expressions with letters.Builds on 5Builds to 4M.6.R.EE.6Use 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.Turns a letter for one unknown into a variable that can stand for any number in a set.Builds on 3Builds to 4Connects to 1M.6.R.EE.9Use 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.The first look at two quantities changing together, which grows into functions in Grade 8.Builds on 3Builds to 3Connects to 2

Spatial Reasoning SR

M.6.SR.G.2Find 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.Takes volume from whole-number edges to fractional ones, tying geometry to fraction multiplication.Builds on 3Builds to 2Connects to 3M.6.SR.NS.8Solve 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.Puts the four-quadrant grid to work, and gives absolute value its first job as a distance.Builds on 3Builds to 3Connects to 2

Standards text, priority flags, the Common Core crosswalk and the linked resources are published by the Washington Office of Superintendent of Public Instruction (OSPI). PRISM is an independent tool, not affiliated with or endorsed by OSPI. The Standards for Mathematical Practice text is from the Common Core State Standards.

Check OSPI's documents before anything official. Back to the standards hub