Gizmos for Texas - Mathematics: 6th Grade (Tested State Standards adopted 2014)

This correlation lists the recommended Gizmos for this state's curriculum standards. Click any Gizmo title below for more information.

MP: : These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement.

MP.6.1: : The student uses mathematical processes to acquire and demonstrate mathematical understanding.

MP.6.1.A: : apply mathematics to problems arising in everyday life, society, and the workplace;

MP.6.1.B: : 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;

MP.6.1.C: : 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;

MP.6.1.D: : communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

MP.6.1.E: : create and use representations to organize, record, and communicate mathematical ideas;

MP.6.1.G: : display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

1: : The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.

1.6.2: : The student applies mathematical process standards to represent and use rational numbers in a variety of forms.

1.6.2.B: : identify a number, its opposite, and its absolute value;

1.6.2.C: : locate, compare, and order integers and rational numbers using a number line;

1.6.2.D: : order a set of rational numbers arising from mathematical and real-world contexts; and

1.6.2.E: : extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b is not equal to 0.

1.6.4: : The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.

1.6.4.C: : give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

1.6.4.E: : represent ratios and percents with concrete models, fractions, and decimals;

1.6.4.F: : 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; and

1.6.4.G: : generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money.

1.6.5: : The student applies mathematical process standards to solve problems involving proportional relationships.

1.6.5.C: : use equivalent fractions, decimals, and percents to show equal parts of the same whole.

1.6.7: : The student applies mathematical process standards to develop concepts of expressions and equations.

1.6.7.A: : generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;

1.6.7.B: : distinguish between expressions and equations verbally, numerically, and algebraically;

1.6.7.C: : determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and

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

2: : The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.

2.6.3: : The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.

2.6.3.B: : 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;

2.6.3.C: : represent integer operations with concrete models and connect the actions with the models to standardized algorithms;

2.6.3.D: : add, subtract, multiply, and divide integers fluently; and

2.6.3.E: : multiply and divide positive rational numbers fluently.

2.6.4: : The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.

2.6.4.B: : apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates.

2.6.5: : The student applies mathematical process standards to solve problems involving proportional relationships.

2.6.5.A: : represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions; and

2.6.5.B: : 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.

2.6.6: : The student applies mathematical process standards to use multiple representations to describe algebraic relationships.

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

2.6.9: : The student applies mathematical process standards to use equations and inequalities to represent situations.

2.6.9.A: : write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;

2.6.9.B: : represent solutions for one-variable, one-step equations and inequalities on number lines; and

2.6.9.C: : write corresponding real-world problems given one-variable, one-step equations or inequalities.

2.6.10: : The student applies mathematical process standards to use equations and inequalities to solve problems.

2.6.10.A: : model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and

2.6.10.B: : determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.

3: : The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.

3.6.4: : The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.

3.6.4.H: : convert units within a measurement system, including the use of proportions and unit rates.

3.6.8: : The student applies mathematical process standards to use geometry to represent relationships and solve problems.

3.6.8.A: : 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;

3.6.8.B: : model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;

3.6.8.C: : 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; and

3.6.8.D: : 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.

3.6.11: : The student applies mathematical process standards to use coordinate geometry to identify locations on a plane.

3.6.11.A: : graph points in all four quadrants using ordered pairs of rational numbers.

4: : The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.

4.6.12: : The student applies mathematical process standards to use numerical or graphical representations to analyze problems.

4.6.12.A: : represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

4.6.12.B: : use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

4.6.12.C: : 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; and

4.6.12.D: : 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.

4.6.13: : The student applies mathematical process standards to use numerical or graphical representations to solve problems.

4.6.13.A: : interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and

Correlation last revised: 9/16/2020

Texas - Mathematics: 6th Grade

Tested State Standards | Adopted: 2014

MP: : These student expectations will not be listed under a separate reporting category. Instead, they will be incorporated into test questions across reporting categories since the application of mathematical process standards is part of each knowledge statement.

1: : The student will demonstrate an understanding of how to represent and manipulate numbers and expressions.

2: : The student will demonstrate an understanding of how to perform operations and represent algebraic relationships.

3: : The student will demonstrate an understanding of how to represent and apply geometry and measurement concepts.

4: : The student will demonstrate an understanding of how to represent and analyze data and how to describe and apply personal financial concepts.