Standards Map

Science and Technology/Engineering > Grade 6 > Technology/Engineering
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Science and Technology/Engineering | Grade : 6

Discipline - Technology/Engineering

Core Idea - Engineering Design

[6.ETS.1.5] - Create visual representations of solutions to a design problem. Accurately interpret and apply scale and proportion to visual representations.* Clarification Statements: Examples of visual representations can include sketches, scaled drawings, and orthographic projections. Examples of scale can include ¼" = 1'0" and 1 cm = 1 m.

Resources:

Predecessor Standards:

  • 5.NF.B.5
    Interpret multiplication as scaling (resizing), by:
  • 3.ETS.1.4
    Gather information using various informational resources on possible solutions to a design problem. Present different representations of a design solution.* Clarification Statements: Examples of informational resources can include books, videos, and websites. Examples of representations can include graphic organizers, sketches, models, and prototypes. [3-5-ETS1-3 and 3-5-ETS1-5(MA) are found in grade 4

Successor Standards:

  • 7.ETS.1.7
    Construct a prototype of a solution to a given design problem.*
  • HS.ETS.1.5
    Plan a prototype or design solution using orthographic projections and isometric drawings, using proper scales and proportions.*

Same Level Standards:

  • 6.RP.A.2
    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, including the use of units. For example: This recipe has a ratio of three cups of flour to four cups of sugar, so there is ¾ cup of flour for each cup of sugar; We paid $75 for 15 hamburgers, which is a rate of five dollars per hamburger. Expectations for unit rates in this grade are limited to non-complex fractions.
  • 6.RP.A.3.d
    Use ratio reasoning to convert measurement units within and between measurement systems; manipulate and transform units appropriately when multiplying or dividing quantities. For example, Malik is making a recipe, but he cannot find his measuring cups! He has, however, found a tablespoon. His cookbook says that 1 cup = 16 tablespoons. Explain how he could use the tablespoon to measure out the following ingredients: two cups of flour, ½ cup sunflower seed, and 1¼ cup of oatmeal. Example is from the Illustrative Mathematics Project: https://www.illustrativemathematics.org/content-standards/tasks/2174
  • 6.ETS.1.1
    Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution. Include potential impacts on people and the natural environment that may limit possible solutions.*
  • 6.ETS.1.6
    Communicate a design solution to an intended user, including design features and limitations of the solution. Clarification Statement: Examples of intended users can include students, parents, teachers, manufacturing personnel, engineers, and customers.