British Columbia · Grade 6
Mathematics 6
British Columbia’s Grade 6 math course, from Number to Data, Probability, and Financial Literacy.
- Units
- 6
- Lessons
- 19
- Skills
- 19
- Provincial exam
- Yes
- Official curriculum
- Province of British Columbia
Unit by unit
Every skill in the course, numbered by unit.
Unit 1 · 5 skills
Number
Numbers from Thousandths to Billions
Reading and comparing very small and very large numbers
I can read, write, and compare numbers from thousandths to billions.
Skill 1.1
Factors and Multiples
Greatest common factor and least common multiple
I can find the greatest common factor and least common multiple of two numbers.
Skill 1.2
Improper Fractions and Mixed Numbers
Switching between improper fractions and mixed numbers
I can convert between improper fractions and mixed numbers.
Skill 1.3
Introduction to Ratios
What a ratio compares
I can understand and write ratios that compare two quantities.
Skill 1.4
Percents and Discounts
Whole-number percents and figuring out a discount
I can understand whole-number percents and use them to calculate a discount.
Skill 1.5
The official wording · 5 outcomes
- 1.1
- small to large numbers (thousandths to billions)
- 1.2
- factors and multiples — greatest common factor and least common multiple
- 1.3
- improper fractions and mixed numbers
- 1.4
- introduction to ratios
- 1.5
- whole-number percents and percentage discounts
Key ideas
Place value works the same in both directions from the decimal point: ones, tens, hundreds, thousands… and tenths, hundredths, thousandths — each place is 10 times its neighbour.
A factor of a number divides into it evenly with no remainder (factors of 12: 1, 2, 3, 4, 6, 12). A multiple is what you get by multiplying a number by whole numbers (multiples of 4: 4, 8, 12, 16…).
An improper fraction (like 7/2) has a numerator equal to or bigger than its denominator, meaning the amount is a whole number or more.
A ratio compares two quantities and can be written as 'a to b', 'a : b', or as a fraction a/b — like 2 cups of flour to 1 cup of sugar, written 2:1.
Percent means 'out of 100' — 25% is the same as 25/100 or 0.25.
Watch out for
- Thinking a decimal with more digits (like 0.004) is bigger than one with fewer digits (like 0.5), by treating the digits like a whole number.
- Mixing up factors and multiples — thinking the 'factors of 4' are 4, 8, 12 (that's multiples) instead of 1, 2, 4.
- Thinking an improper fraction is always 'wrong' or must be simplified to a whole number, instead of understanding it just names an amount of one whole or more.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 2 · 3 skills
Computational Fluency
Quick Multiplication and Division Facts to 100
Fast and sure with facts to 100
I can quickly and confidently recall multiplication and division facts to 100.
Skill 2.1
Order of Operations
What to calculate first
I can evaluate expressions using the correct order of operations.
Skill 2.2
Multiplying and Dividing Decimals
Multiplying and dividing decimal numbers
I can multiply and divide decimal numbers.
Skill 2.3
The official wording · 3 outcomes
- 2.1
- multiplication and division facts to 100 (developing computational fluency)
- 2.2
- order of operations with whole numbers
- 2.3
- multiplication and division of decimals
Key ideas
Multiplication and division are opposite (inverse) operations — if you know 7 × 8 = 56, you also know 56 ÷ 8 = 7 and 56 ÷ 7 = 8.
Work out anything in brackets first, then do all multiplication and division (left to right), then all addition and subtraction (left to right).
Multiply decimals like whole numbers first, then count the total decimal places in the numbers being multiplied to place the decimal point in the answer.
Use patterns and known facts to find unknown ones fast — like doubling (6×4 = double of 6×2), or using a nearby known fact (9×7 = 10×7 minus 7).
Order of operations exists so that any two people evaluating the same expression always get the same answer.
Watch out for
- Relying only on repeated counting or drawing groups for every fact instead of using known facts and patterns to go faster.
- Working strictly left to right regardless of the operations, computing 3 + 4 × 2 as (3 + 4) × 2 = 14.
- Sliding the decimal point the wrong direction or by the wrong number of places, giving an answer that is 10 or 100 times too big or too small.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 3 · 2 skills
Patterns and Algebra
Patterns as Functional Relationships
Showing a pattern with expressions, tables, and graphs
I can represent an increasing or decreasing pattern using an expression, a table, and a graph.
Skill 3.1
Solving One-Step Equations
Finding the missing whole number
I can solve one-step equations with whole-number coefficients and solutions.
Skill 3.2
The official wording · 2 outcomes
- 3.1
- increasing and decreasing patterns, using expressions, tables, and graphs as functional relationships
- 3.2
- one-step equations with whole-number coefficients and solutions
Key ideas
An increasing pattern grows by the same amount (or rule) each step; a decreasing pattern shrinks by the same amount (or rule) each step.
An equation like 4n = 24 or n + 9 = 15 says two things are equal; solving means finding the whole number that makes it true.
The same functional relationship can be shown as an expression (like 2n + 3), a table of input/output values, or points on a graph — all three describe the same rule.
Use the opposite (inverse) operation to undo what is being done to the unknown — undo addition with subtraction, undo multiplication with division.
A table or expression can be used to predict terms further along the pattern without building every step in between.
Watch out for
- Only looking at the difference between consecutive terms and missing that the SAME rule must connect the input to the output every time.
- Using the same operation instead of the opposite one to isolate the unknown (adding instead of subtracting to undo addition).
- Thinking a table, an expression, and a graph are three unrelated things instead of three views of one relationship.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 4 · 3 skills
Measurement
Perimeter of Complex Shapes
Measuring around an irregular, many-sided shape
I can find the perimeter of complex shapes made of several straight sides.
Skill 4.1
Area of Triangles, Parallelograms, and Trapezoids
Finding the area of three flat shapes
I can find the area of triangles, parallelograms, and trapezoids.
Skill 4.2
Volume and Capacity
How much space something takes up or holds
I can explore and compare volume and capacity.
Skill 4.3
The official wording · 3 outcomes
- 4.1
- perimeter of complex shapes
- 4.2
- area of triangles, parallelograms, and trapezoids
- 4.3
- volume and capacity
Key ideas
Perimeter is the total distance all the way around the outside edge of a shape — add up every side length.
A parallelogram's area is base × height — it can be reshaped into a rectangle with the same base and height.
Volume is the amount of space a 3D object takes up, often measured by counting unit cubes that fill it.
In an L-shape or other complex shape, some side lengths may be missing but can be figured out because opposite or aligned sides must add up correctly.
A triangle's area is (base × height) ÷ 2, because two identical triangles fit together to make a parallelogram.
Watch out for
- Forgetting to include every side of a complex shape, especially the 'inner' sides created by a notch or step.
- Forgetting to divide by 2 when finding a triangle's area, treating it like a rectangle or parallelogram.
- Thinking a taller container always has more capacity than a shorter, wider one, without considering the base area.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 5 · 3 skills
Geometry
Measuring and Classifying Angles
Measuring angles with a protractor and naming their type
I can measure angles with a protractor and classify them by size.
Skill 5.1
Triangles
Sorting triangles by sides and angles
I can classify triangles by their sides and by their angles.
Skill 5.2
Combinations of Transformations
Applying more than one transformation in a row
I can apply a combination of transformations to a shape and describe the overall change.
Skill 5.3
The official wording · 3 outcomes
- 5.1
- angle measurement and classification
- 5.2
- triangles
- 5.3
- combinations of transformations
Key ideas
An angle is measured in degrees using a protractor, lining up its base line with one arm of the angle and reading where the other arm crosses the scale.
By sides: scalene (no equal sides), isosceles (two equal sides), equilateral (all three sides equal).
A combination of transformations means doing two or more moves — translation (slide), rotation (turn), reflection (flip) — one after another on the same shape.
Angles are classified by size: acute (less than 90°), right (exactly 90°), obtuse (between 90° and 180°), straight (exactly 180°), and reflex (more than 180°).
By angles: acute (all angles under 90°), right (one 90° angle), obtuse (one angle over 90°).
Watch out for
- Reading the wrong scale on the protractor (the inner vs. outer numbers) and getting an answer like 130° for an angle that is actually 50°.
- Thinking a triangle can only be classified one way (by sides OR by angles) instead of describing it fully with both.
- Applying all the transformations to the ORIGINAL shape independently instead of applying each one to the result of the step before.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Unit 6 · 3 skills
Data, Probability, and Financial Literacy
Line Graphs
Reading and building line graphs
I can read, interpret, and create line graphs to show change over time.
Skill 6.1
Single-Outcome Probability
Comparing predicted and actual chance
I can find the theoretical probability of a single outcome and compare it to the experimental probability from real trials.
Skill 6.2
Financial Literacy: Budgeting and Consumer Math
Building a simple budget and smart shopping math
I can create a simple budget and use consumer math to make informed spending decisions.
Skill 6.3
The official wording · 3 outcomes
- 6.1
- line graphs
- 6.2
- single-outcome probability, both theoretical and experimental
- 6.3
- financial literacy — simple budgeting and consumer math
Key ideas
A line graph plots points over time (or another continuous variable) and connects them with a line, showing how a quantity rises, falls, or stays steady.
Theoretical probability is calculated using math (favourable outcomes ÷ total possible outcomes) before ever running an experiment.
A budget lists income (money coming in) and expenses (money going out) for a period of time, and checks that expenses don't add up to more than income.
Always check both axes' labels and scale before reading a line graph — the same-looking line can mean very different things at different scales.
Experimental probability comes from actually doing the trials and tallying results (times it happened ÷ total trials run).
Watch out for
- Reading only the highest or lowest point of the graph and missing the overall trend the line shows.
- Expecting the experimental results to match the theoretical probability exactly every time, and thinking the experiment or the die is 'wrong' when they don't.
- Treating a budget as only a spending wish-list instead of balancing it against a fixed amount of income.
Every skill’s key ideas, worked examples and checks are in MapleMind.Practise this unit
Plan the term
Pick your term and the days you study. Each unit gets its share of the weeks and comes back a week later for a review. The last two weeks go over the whole course.

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The official curriculum
This page follows British Columbia’s own curriculum for Mathematics 6.
Textbooks
In British Columbia, each school district chooses its own textbooks: the ministry no longer recommends them. The ministry’s page
Study it in MapleMind
MapleMind teaches Mathematics 6 one skill at a time. Each skill gets a short lesson, practice as you go and a check worth up to three stars. It remembers where you stopped.


Course Companion
Your year in one workbook
A fun way to keep Mathematics 6 organized, get to know your child better and see early when they need a hand. Fill it in on a screen, or print it.
- Pages
- 35
- Fillable fields
- 1,360
- Price
- $4.99
Questions about Mathematics 6
What is Mathematics 6?
British Columbia’s Grade 6 math course: 6 units and 19 skills, from Number to Data, Probability, and Financial Literacy.
What units are in Mathematics 6?
1. Number, 2. Computational Fluency, 3. Patterns and Algebra, 4. Measurement, 5. Geometry and 6. Data, Probability, and Financial Literacy.
Is there a provincial exam for Mathematics 6?
Yes. The Foundation Skills Assessment, Grade 7 is written in British Columbia.
What textbook does Mathematics 6 use?
Each school district in British Columbia chooses its own textbooks, so ask your teacher which one your class uses.
What comes after Mathematics 6?
Mathematics 7.
Can MapleMind help with Mathematics 6?
Yes. MapleMind teaches every skill of Mathematics 6, step by step, with practice and checks, and its tutor answers questions about any of them. It’s free with daily limits, on iPhone, Android and the web.