Texas State Standards for Mathematics: Grade 6

TX.111.22 (6.1) Number, operation, and quantitative reasoning. The student represents and uses rational numbers in a variety of equivalent forms.

(6.1) (A) The student is expected to compare and order non-negative rational numbers.

(6.1) (B) The student is expected to generate equivalent forms of rational numbers including whole numbers, fractions, and decimals.

(6.1) (C) The student is expected to use integers to represent real-life situations.

(6.1) (D) The student is expected to write prime factorizations using exponents.

(6.1) (E) The student is expected to identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers.

(6.1) (F) The student is expected to identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.

TX.111.22 (6.2) Number, operation, and quantitative reasoning. The student adds, subtracts, multiplies, and divides to solve problems and justify solutions.

(6.2) (A) The student is expected to model addition and subtraction situations involving fractions with objects, pictures, words, and numbers.

(6.2) (B) The student is expected to use addition and subtraction to solve problems involving fractions and decimals.

(6.2) (C) The student is expected to use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates.

(6.2) (D) The student is expected to estimate and round to approximate reasonable results and to solve problems where exact answers are not required.

(6.2) (E) The student is expected to use order of operations to simplify whole number expressions (without exponents) in problem solving situations.

TX.111.22 (6.3) Patterns, relationships, and algebraic thinking. The student solves problems involving direct proportional relationships.

(6.3) (A) The student is expected to use ratios to describe proportional situations.

(6.3) (B) The student is expected to represent ratios and percents with concrete models, fractions, and decimals.

(6.3) (C) The student is expected to use ratios to make predictions in proportional situations.

TX.111.22 (6.4) Patterns, relationships, and algebraic thinking. The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes.

(6.4) (A) The student is expected to use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area.

(6.4) (B) The student is expected to use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.

TX.111.22 (6.5) Patterns, relationships, and algebraic thinking. The student uses letters to represent an unknown in an equation.

(6.5) (A) The student is expected to formulate equations from problem situations described by linear relationships.

TX.111.22 (6.6) Geometry and spatial reasoning. The student uses geometric vocabulary to describe angles, polygons, and circles.

(6.6) (A) The student is expected to use angle measurements to classify angles as acute, obtuse, or right.

(6.6) (B) The student is expected to identify relationships involving angles in triangles and quadrilaterals.

(6.6) (C) The student is expected to describe the relationship between radius, diameter, and circumference of a circle.

TX.111.22 (6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions.

(6.7) (A) The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.

TX.111.22 (6.8) Measurement. The student solves application problems involving estimation and measurement of length, area, time, temperature, volume, weight, and angles.

(6.8) (A) The student is expected to estimate measurements (including circumference) and evaluate reasonableness of results.

(6.8) (B) The student is expected to select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight.

(6.8) (C) The student is expected to measure angles.

(6.8) (D) The student is expected to convert measures within the same measurement system (customary and metric) based on relationships between units.

TX.111.22 (6.9) Probability and statistics. The student uses experimental and theoretical probability to make predictions.

(6.9) (A) The student is expected to construct sample spaces using lists and tree diagrams.

(6.9) (B) The student is expected to find the probabilities of a simple event and its complement and describe the relationship between the two.

TX.111.22 (6.10) Probability and statistics. The student uses statistical representations to analyze data.

(6.10) (A) The student is expected to select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot.

(6.10) (B) The student is expected to identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data.

(6.10) (C) The student is expected to sketch circle graphs to display data.

(6.10) (D) The student is expected to solve problems by collecting, organizing, displaying, and interpreting data.

TX.111.22 (6.11) Underlying processes and mathematical tools. The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school.

(6.11) (A) The student is expected to identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics.

(6.11) (B) The student is expected to use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

(6.11) (C) The student is expected to select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

(6.11) (D) The student is expected to select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.

TX.111.22 (6.12) Underlying processes and mathematical tools. The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models.

(6.12) (A) The student is expected to communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models.

(6.12) (B) The student is expected to evaluate the effectiveness of different representations to communicate ideas.

TX.111.22 (6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.

(6.13) (A) The student is expected to make conjectures from patterns or sets of examples and non-examples.

(6.13) (B) The student is expected to validate his/her conclusions using mathematical properties and relationships.