Gizmos for Texas - Mathematics: 6th Grade (Essential Knowledge and Skills adopted 2012)

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

6.1: : Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.

6.1.A: : The student is expected to: apply mathematics to problems arising in everyday life, society, and the workplace;

6.1.B: : The student is expected to: 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;

6.1.C: : The student is expected to: 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;

6.1.D: : The student is expected to: communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

6.1.E: : The student is expected to: create and use representations to organize, record, and communicate mathematical ideas;

6.1.F: : The student is expected to: analyze mathematical relationships to connect and communicate mathematical ideas; and

6.1.G: : The student is expected to: display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

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

6.2.B: : The student is expected to: identify a number, its opposite, and its absolute value;

6.2.C: : The student is expected to: locate, compare, and order integers and rational numbers using a number line;

6.2.D: : The student is expected to: order a set of rational numbers arising from mathematical and real-world contexts; and

6.2.E: : The student is expected to: extend representations for division to include fraction notation such as a/b represents the same number as a divided by b where b is not equal to 0.

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

6.3.A: : The student is expected to: recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;

6.3.B: : The student is expected to: 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;

6.3.C: : The student is expected to: represent integer operations with concrete models and connect the actions with the models to standardized algorithms;

6.3.D: : The student is expected to: add, subtract, multiply, and divide integers fluently; and

6.3.E: : The student is expected to: multiply and divide positive rational numbers fluently.

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

6.4.B: : The student is expected to: apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates;

6.4.C: : The student is expected to: give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

6.4.E: : The student is expected to: represent ratios and percents with concrete models, fractions, and decimals;

6.4.F: : The student is expected to: 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;

6.4.G: : The student is expected to: generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and

6.4.H: : The student is expected to: convert units within a measurement system, including the use of proportions and unit rates.

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

6.5.A: : The student is expected to: represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

6.5.B: : The student is expected to: 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; and

6.5.C: : The student is expected to: use equivalent fractions, decimals, and percents to show equal parts of the same whole.

6.6: : Expressions, equations, and relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships.

6.6.A: : The student is expected to: identify independent and dependent quantities from tables and graphs;

6.6.B: : The student is expected to: write an equation that represents the relationship between independent and dependent quantities from a table; and

6.6.C: : The student is expected to: represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.

6.7: : Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations.

6.7.A: : The student is expected to: generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;

6.7.B: : The student is expected to: distinguish between expressions and equations verbally, numerically, and algebraically;

6.7.C: : The student is expected to: determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and

6.7.D: : The student is expected to: generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

6.8: : Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems.

6.8.A: : The student is expected to: 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;

6.8.B: : The student is expected to: model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;

6.8.C: : The student is expected to: 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

6.8.D: : The student is expected to: 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.

6.9: : Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations.

6.9.A: : The student is expected to: write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;

6.9.B: : The student is expected to: represent solutions for one-variable, one-step equations and inequalities on number lines.

6.10: : Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems.

6.10.A: : The student is expected to: model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and

6.10.B: : The student is expected to: determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.

6.11: : Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane.

6.11.A: : The student is expected to: graph points in all four quadrants using ordered pairs of rational numbers.

6.12: : Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems.

6.12.A: : The student is expected to: represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

6.12.B: : The student is expected to: use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

6.12.C: : The student is expected to: 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

6.12.D: : The student is expected to: 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.

6.13: : Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems.

6.13.A: : The student is expected to: interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots.

Correlation last revised: 2/10/2025

Texas - Mathematics: 6th Grade

Essential Knowledge and Skills | Adopted: 2012