Standardized Test Preparation
TEKS (Texas Essential Knowledge and Skills)
References: Texas Education Agency : STAAR Released Tests |
Math - Grade 6
Assessment Exam - TEKS Grade 6 Math| Mathematical process standards | eTAP Lesson |
|---|---|
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Apply mathematics to problems arising in everyday life, society, and the workplace
TX.MATH.111.8.1.A |
Word Problems of Ratios & Rates Solve Single Variable Equations |
| Use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution
TX.MATH.111.8.1.B |
Word Problems of Ratios & Rates |
| Select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems
TX.MATH.111.8.1.C |
Word Problems of Ratios & Rates Variable Equations in Word Problems |
| Communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate
TX.MATH.111.8.1.D |
Probability Data Plots |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding | |
| Create and use representations to organize, record, and communicate mathematical ideas
TX.MATH.111.8.1.E |
Equations with Unknowns |
| The student uses mathematical processes to acquire and demonstrate mathematical understanding. | |
| Analyze mathematical relationships to connect and communicate mathematical ideas
TX.MATH.111.8.1.F |
Equations with Exponents |
| Display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication
TX.MATH.111.8.1.G |
Equations with Unknowns |
| Number and operations | eTAP Lesson |
| The student applies mathematical process standards to represent and use rational numbers in a variety of forms. | |
| Classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers
TX.MATH.111.8.2.A |
Positive and Negative Numbers |
| Identify a number, its opposite, and its absolute value
TX.MATH.111.8.2.B |
Positive and Negative Numbers Order and Absolute Value of Rational Numbers |
| Locate, compare, and order integers and rational numbers using a number line
TX.MATH.111.8.2.C |
Order and Absolute Value of Rational Numbers |
| Order a set of rational numbers arising from mathematical and real-world contexts
TX.MATH.111.8.2.D |
Order and Absolute Value of Rational Numbers |
| Extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0.
TX.MATH.111.8.2.E |
Ratio Concept & Language |
| The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. | |
| Recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
TX.MATH.111.8.3.A |
Ratios & Rates |
| Determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one
TX.MATH.111.8.3.B |
Divide Fractions by Fractions |
| Represent integer operations with concrete models and connect the actions with the models to standardized algorithms
TX.MATH.111.8.3.C |
Positive and Negative Numbers |
| Add, subtract, multiply, and divide integers fluently
TX.MATH.111.8.3.D |
Add, Subtract, Multiply & Divide Decimals |
| Multiply and divide positive rational numbers fluently
TX.MATH.111.8.3.E |
Add, Subtract, Multiply & Divide Decimals |
| Proportionality | eTAP Lesson |
| The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. | |
| Compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships
TX.MATH.111.8.4.A |
Distributive Property & Equations |
| Apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
TX.MATH.111.8.4.B |
Ratios & Rates Word Problems of Ratios & Rates |
| Give examples of ratios as multiplicative comparisons of two quantities describing the same attribute
TX.MATH.111.8.4.C |
Ratio Concept & Language |
| Give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients
TX.MATH.111.8.4.D |
Ratio Concept & Language |
| Represent ratios and percents with concrete models, fractions, and decimals
TX.MATH.111.8.4.E |
Ratios & Rates |
| Represent benchmark fractions and percents such as 1%, 10%, 25%, 33 1/3%, and multiples of these values using 10 by 10 grids, strip diagrams, number lines, and numbers
TX.MATH.111.8.4.F |
|
The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. | |
| Generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
TX.MATH.111.8.4.G |
Ratio Concept & Language |
| The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. | |
| Convert units within a measurement system, including the use of proportions and unit rates
TX.MATH.111.8.4.H |
Variable Equations in Word Problems |
| The student applies mathematical process standards to solve problems involving proportional relationships. | |
| Represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
TX.MATH.111.8.5.A |
Word Problems of Ratios & Rates |
| Solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
TX.MATH.111.8.5.B |
|
| Use equivalent fractions, decimals, and percents to show equal parts of the same whole
TX.MATH.111.8.5.C |
|
| Expressions, equations, and relationships | eTAP Lesson |
| The student applies mathematical process standards to use multiple representations to describe algebraic relationships. | |
| Identify independent and dependent quantities from tables and graphs
TX.MATH.111.8.6.A |
Dependent and Independent Variables |
| Write an equation that represents the relationship between independent and dependent quantities from a table
TX.MATH.111.8.6.B |
Dependent and Independent Variables |
| The student applies mathematical process standards to use multiple representations to describe algebraic relationships | |
| Represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
TX.MATH.111.8.6.C |
Variable Equations in Word Problems |
| The student applies mathematical process standards to develop concepts of expressions and equations | |
| Generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization
TX.MATH.111.8.7.A |
Equations with Exponents |
| The student applies mathematical process standards to develop concepts of expressions and equations. | |
| Distinguish between expressions and equations verbally, numerically, and algebraically
TX.MATH.111.8.7.B |
Equations with Unknowns |
| Determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations
TX.MATH.111.8.7.C |
Distributive Property & Equations |
| Generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties
TX.MATH.111.8.7.D |
Distributive Property & Equations |
| The student applies mathematical process standards to use geometry to represent relationships and solve problems. | |
| Extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
TX.MATH.111.8.8.A |
|
| Model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes
TX.MATH.111.8.8.B |
Surface Area of 3-D Polygons |
| Write equations that represent problems related to the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers
TX.MATH.111.8.8.C |
Triangle Areas |
| Determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers.
TX.MATH.111.8.8.D |
Triangle Areas |
| The student applies mathematical process standards to use equations and inequalities to represent situations. | |
| Write one-variable, one-step equations and inequalities to represent constraints or conditions within problems
TX.MATH.111.8.9.A |
Equations with Unknowns |
| The student applies mathematical process standards to use equations and inequalities to represent situations | |
| Represent solutions for one-variable, one-step equations and inequalities on number lines
TX.MATH.111.8.9.B |
Inequalities in Equations |
| The student applies mathematical process standards to use equations and inequalities to represent situations. | |
| Write corresponding real-world problems given one-variable, one-step equations or inequalities
TX.MATH.111.8.9.C |
Variable Equations in Word Problems |
| Two-dimensional shapes | eTAP Lesson |
| The student applies mathematical process standards to develop transformational geometry concepts. | |
| Generalize the properties of orientation and congruence of rotations, reflections, translations, and dilations of two-dimensional shapes on a coordinate plane
TX.MATH.111.8.10.A |
Polygons in Coordinate Planes |
| Differentiate between transformations that preserve congruence and those that do not
TX.MATH.111.8.10.B |
Triangle Areas |
| Measurement and data | eTAP Lesson |
The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. | |
| The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.
TX.MATH.111.8.11 |
Graphing in Four Quadrants |
| The student applies mathematical process standards to use numerical or graphical representations to analyze problems. | |
| Represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots
TX.MATH.111.8.12.A |
Probability Data Plots |
| Use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution
TX.MATH.111.8.12.B |
Probability Data Plots |
| Summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution
TX.MATH.111.8.12.C |
Distribution Centers and Variation |
| The student applies mathematical process standards to use numerical or graphical representations to analyze problems | |
| Summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.
TX.MATH.111.8.12.D |
Distribution |
| The student applies mathematical process standards to use numerical or graphical representations to solve problems. | |
| Interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots
TX.MATH.111.8.13.A |
Probability Data Plots |
| Distinguish between situations that yield data with and without variability
TX.MATH.111.8.13.B |
Variability |
| Personal financial literacy | eTAP Lesson |
| The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. | |
| Compare the features and costs of a checking account and a debit card offered by different local financial institutions
TX.MATH.111.8.14.A |
Checking Accounts, Debit Cards and Credit Cards |
| Distinguish between debit cards and credit cards
TX.MATH.111.8.14.B |
Checking Accounts, Debit Cards and Credit Cards |
| Balance a check register that includes deposits, withdrawals, and transfers
TX.MATH.111.8.14.C |
Checking Accounts, Debit Cards and Credit Cards |
| Explain why it is important to establish a positive credit history
TX.MATH.111.8.14.D |
Credit Report and Positive Credit History |
| Describe the information in a credit report and how long it is retained
TX.MATH.111.8.14.E |
Credit Report and Positive Credit History |
| Describe the value of credit reports to borrowers and to lenders
TX.MATH.111.8.14.F |
Credit Report and Positive Credit History |
| Explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study
TX.MATH.111.8.14.G |
|
| Compare the annual salary of several occupations requiring various levels of post-secondary education or vocational training and calculate the effects of the different annual salaries on lifetime income
TX.MATH.111.8.14.H |
Salaries of Several Occupations |
| Two-dimensional shapes | eTAP Lesson |
| The student applies mathematical process standards to develop transformational geometry concepts. | |
| Explain the effect of translations, reflections over the x- or y-axis, and rotations limited to 90°, 180°, 270°, and 360° as applied to two-dimensional shapes on a coordinate plane using an algebraic representation
TX.MATH.111.8.10.C |
|
| Model the effect on linear and area measurements of dilated two-dimensional shapes
TX.MATH.111.8.10.D |
|
