Grade 6

Other Texas Mathematics sets

• Grade K
• Grade 1
• Grade 2
• Grade 3
• Grade 4
• Grade 5
• Grade 7
• Algebra I (2012)
• Grade 8
• Algebra II
• Algebraic Reasoning
• Discrete Mathematics
• Grade 9
• Statistics
• Advanced Quantitative Reasoning
• Geometry (2012)
• Grades 10, 11, 12
• Independent Study in Mathematics
• Mathematical Models with Applications
• Precalculus

The student applies mathematical process standards to represent and use rational numbers in a variety of forms6.2

classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers6.2.A

identify a number, its opposite, and its absolute value6.2.B

locate, compare, and order integers and rational numbers using a number line6.2.C

order a set of rational numbers arising from mathematical and real-world contexts6.2.D

extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 06.2.E

The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions6.3

recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values6.3.A

determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one6.3.B

represent integer operations with concrete models and connect the actions with the models to standardized algorithms6.3.C

add, subtract, multiply, and divide integers fluently6.3.D

multiply and divide positive rational numbers fluently6.3.E

The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations6.4

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 relationships6.4.A

apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates6.4.B

give examples of ratios as multiplicative comparisons of two quantities describing the same attribute6.4.C

give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients6.4.D

represent ratios and percents with concrete models, fractions, and decimals6.4.E

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 numbers6.4.F

generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money6.4.G

convert units within a measurement system, including the use of proportions and unit rates6.4.H

The student applies mathematical process standards to solve problems involving proportional relationships6.5

represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions6.5.A

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 models6.5.B

use equivalent fractions, decimals, and percents to show equal parts of the same whole6.5.C

The student applies mathematical process standards to use multiple representations to describe algebraic relationships6.6

identify independent and dependent quantities from tables and graphs6.6.A

write an equation that represents the relationship between independent and dependent quantities from a table6.6.B

represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b6.6.C

The student applies mathematical process standards to develop concepts of expressions and equations6.7

generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization6.7.A

distinguish between expressions and equations verbally, numerically, and algebraically6.7.B

determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations6.7.C

generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties6.7.D

The student applies mathematical process standards to use geometry to represent relationships and solve problems6.8

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 triangle6.8.A

model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes6.8.B

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 numbers6.8.C

determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles and volume of right rectangular prisms where dimensions are positive rational numbers6.8.D

The student applies mathematical process standards to use equations and inequalities to represent situations6.9

write one-variable, one-step equations and inequalities to represent constraints or conditions within problems6.9.A

represent solutions for one-variable, one-step equations and inequalities on number lines6.9.B

write corresponding real-world problems given one-variable, one-step equations or inequalities6.9.C

The student applies mathematical process standards to use equations and inequalities to solve problems6.10

model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts6.10.A

determine if the given value(s) make(s) one-variable, one-step equations or inequalities true6.10.B

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 numbers6.11

The student applies mathematical process standards to use numerical or graphical representations to analyze problems6.12

represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots6.12.A

use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution6.12.B

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 distribution6.12.C

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 distribution6.12.D

The student applies mathematical process standards to use numerical or graphical representations to solve problems6.13

interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots6.13.A

distinguish between situations that yield data with and without variability6.13.B

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 investor6.14

compare the features and costs of a checking account and a debit card offered by different local financial institutions6.14.A

distinguish between debit cards and credit cards6.14.B

balance a check register that includes deposits, withdrawals, and transfers6.14.C

explain why it is important to establish a positive credit history6.14.D

describe the information in a credit report and how long it is retained6.14.E

describe the value of credit reports to borrowers and to lenders6.14.F

explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study6.14.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 income6.14.H