Updated September 2014
IXL: Math -- Sixth-grade Skills
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IXL: Math -- Sixth-grade skills

Have kids aim for perfect with these interactive practice worksheets

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Grades
6
Subjects & Skills
Math
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Practice problems help kids build fluency, and include feedback for incorrect answers.
A wide variety of sixth-grade skills are covered.
In this example, students get practice with ratio.

How Can I Teach with This Tool?

IXL's sixth-grade math module uses interactive student worksheets to cover a tremendous amount of content, most of which is aligned to the Common Core standards. Nearly 300 skills are organized into 28 categories -- you'll find worksheets for virtually any topic related to sixth-grade math. Categories include rational numbers, operations on decimals, integers, operations on fractions, money, consumer math, data and graphs, number theory, geometry, and more. Each worksheet is timed and scored, and questions increase in difficulty as students progress.

This is an excellent opportunity for students to practice skills they've already learned in the classroom. Because scores are tracked, these worksheets are best suited for individual use. After covering a skill in class, have students complete relevant worksheets on their own. Challenge students to earn the best score possible without worrying about their times. As students become more comfortable with the skill, have them complete the worksheets again so they can try for higher scores and faster times. One of the best features of the worksheets is the detailed feedback students receive if they get an answer wrong. Capitalize on this tool by encouraging students to take written notes on any feedback they receive, then follow up with a brief classroom discussion about it.

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Standards:

Key Standards Supported

Expressions And Equations

  • 6.EE.2.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.

  • 6.EE.2.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.

  • 6.EE.2.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 whole- number 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.5

    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.6

    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.7

    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.8

    Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world 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.

Geometry

  • 6.G.1

    Find the 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.2

    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.

Ratios And Proportional Relationships

  • 6.RP.1

    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.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. 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.”1

  • 6.RP.3

    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.

  • 6.RP.3.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.

  • 6.RP.3.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.

Statistics And Probability

  • 6.SP.1

    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.2

    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.3

    Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

  • 6.SP.5.b

    Describing the nature of the attribute under investigation, including how it was measured and its units of measurement.

  • 6.SP.5.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.

  • 6.SP.5.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.

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