Virginia SOL 6.NS.3

6.NS.3 is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• 6.NS.3.a

  Recognize and represent patterns with bases and exponents that are whole numbers.

• 6.NS.3.b

  Recognize and represent patterns of perfect squares not to exceed 202 , by using concrete and pictorial models.

• 6.NS.3.c

  Justify if a number between 0 and 400 is a perfect square through modeling or mathematical reasoning.

• 6.NS.3.d

  Recognize and represent powers of 10 with whole number exponents by examining patterns in place value.

01

What Students Need to Do

Students represent powers with whole-number bases and exponents, then connect them to repeated multiplication. They model perfect squares through 20^2 and decide whether numbers through 400 are perfect squares. They use place-value patterns to represent powers of 10.

02

What Mastery Looks Like

Students can move between exponent form, repeated multiplication, models, and values. They can identify perfect squares through 20^2 and justify their choices using arrays, factors, or reasoning. They can write and explain powers of 10.

03

Common Misconceptions

Students may multiply the base by the exponent instead of using repeated multiplication. They may confuse perfect squares with doubled numbers or count the zeros in a power of 10 incorrectly.

04

How to Assess It

Give this exit ticket: Evaluate 4^3, justify whether 196 is a perfect square, and write 10^5 in standard form.

1. 01

   Give students square tiles to build arrays from 1 by 1 through 20 by 20, then record each side length and product.

2. 02

   Ask students to explain why 144 is a perfect square and show two different ways to prove it.

3. 03

   Play a card-matching game using exponent forms, repeated multiplication, values, square arrays, and powers of 10.

4. 04

   Plan square garden plots with whole-number side lengths, then calculate each area and identify which areas are perfect squares.

• 7.NS.3

  The student will recognize and describe the relationship between square roots and perfect squares.

• 5.PFA.1

  The student will identify, describe, extend, and create increasing and decreasing patterns with whole numbers, fractions, and decimals, including those in conte...

• 3.PFA.1

  The student will identify, describe, extend, and create increasing and decreasing patterns (limited to addition and subtraction of whole numbers), including tho...