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Texas Math Standards - 6th Grade
MathScore aligns to the Texas Math Standards for 6th Grade. The standards appear below along with the MathScore topics that match. If you click on a topic name, you will see sample problems at varying degrees of difficulty that MathScore generated. When students use our program, the difficulty of the problems will automatically adapt based on individual performance, resulting in not only true differentiated instruction, but a challenging game-like experience.
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View the Texas Math Standards at other levels.
Number, operation, and quantitative reasoning
6.1 The student represents and uses rational numbers in a variety of equivalent forms. The student is expected to:A. compare and order non-negative rational numbers; (Order Decimals , Fraction Comparison , Compare Decimals )
B. generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; (Fractions to Decimals , Decimals To Fractions , Repeating Decimals )
C. use integers to represent real-life situations; (Integers In Word Problems )
D. write prime factorizations using exponents; and (Prime Factoring 2 )
E. identify factors and multiples including common factors and common multiples. (Greatest Common Factor , Factoring , Least Common Multiple )
6.2 The student adds, subtracts, multiplies, and divides to solve problems and justify solutions. The student is expected to:
A. model addition and subtraction situations involving fractions with objects, pictures, words, and numbers; (Fraction Word Problems )
B. use addition and subtraction to solve problems involving fractions and decimals; (Money Addition , Money Subtraction , Making Change , Fraction Addition , Fraction Subtraction , Fraction Word Problems , Decimal Addition , Decimal Subtraction )
C. use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates; and (Arithmetic Word Problems , Basic Word Problems 2 , Long Multiplication , Long Division , Division with Remainders , Long Division with Remainders , Small Decimal Division , Word Problems With Remainders , Unit Cost , Proportions 1 )
D. estimate and round to approximate reasonable results and to solve problems where exact answers are not required. (Estimated Addition , Estimated Subtraction , Estimated Multiplication , Estimated Division , Estimated Multiply Divide Word Problems )
Patterns, relationships, and algebraic thinking
6.3 The student solves problems involving proportional relationships. The student is expected to:A. use ratios to describe proportional situations; (Ratios )
B. represent ratios and percents with concrete models, fractions, and decimals; and (Percentages , Percentage Pictures , Ratios )
C. use ratios to make predictions in proportional situations. (Batting Averages )
6.4 The student uses letters as variables in mathematical expressions to describe how one quantity changes when a related quantity changes. The student is expected to:
A. use tables and symbols to represent and describe proportional and other relationships involving conversions, sequences, perimeter, area, etc.; and
B. generate formulas to represent relationships involving perimeter, area, volume of a rectangular prism, etc., from a table of data.
6.5 The student uses letters to represent an unknown in an equation. The student is expected to formulate an equation from a problem situation. (Algebraic Word Problems , Algebraic Sentences )
Geometry and spatial reasoning
6.6 The student uses geometric vocabulary to describe angles, polygons, and circles. The student is expected to:A. use angle measurements to classify angles as acute, obtuse, or right;
B. identify relationships involving angles in triangles and quadrilaterals; and (Triangle Angles , Quadrilateral Angles , Triangle Angles 2 )
C. describe the relationship between radius, diameter, and circumference of a circle. (Circle Measurements , Circle Circumference )
6.7 The student uses coordinate geometry to identify location in two dimensions. The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers.
Measurement
6.8 The student solves application problems involving estimation and measurement of length, area, time, temperature, capacity, weight, and angles. The student is expected to:A. estimate measurements and evaluate reasonableness of results;
B. select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter and circumference), area, time, temperature, capacity, and weight; (Time Intervals , Triangle Area , Triangle Area 2 , Parallelogram Area , Perimeter , Circle Area , Circle Circumference , Trapezoids )
C. measure angles; and
D. convert measures within the same measurement system (customary and metric) based on relationships between units. (Distance Conversion , Time Conversion , Volume Conversion , Weight Conversion , Temperature Conversion , Area and Volume Conversions )
Probability and statistics
6.9 The student uses experimental and theoretical probability to make predictions. The student is expected to:A. construct sample spaces using lists, tree diagrams, and combinations; and
B. find the probabilities of a simple event and its complement and describe the relationship between the two. (Probability , Probability 2 )
6.10 The student uses statistical representations to analyze data. The student is expected to:
A. draw and compare different graphical representations of the same data;
B. use median, mode, and range to describe data; (Mean, Median, Mode , Stem And Leaf Plots )
C. sketch circle graphs to display data; and
D. solve problems by collecting, organizing, displaying, and interpreting data. (Bar Graphs , Line Graphs )
Underlying processes and mathematical tools
6.11 The student applies Grade 6 mathematics to solve problems connected to everyday experiences, investigations in other disciplines, and activities in and outside of school. The student is expected to:A. identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; (Perimeter and Area Word Problems )
B. use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;
C. 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; and (Perimeter and Area of Composite Figures )
D. select tools such as real objects, manipulatives, paper/pencil, and technology or techniques such as mental math, estimation, and number sense to solve problems.
6.12 The student communicates about Grade 6 mathematics through informal and mathematical language, representations, and models. The student is expected to:
A. communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and (Phrases to Algebraic Expressions , Algebraic Sentences )
B. evaluate the effectiveness of different representations to communicate ideas.
6.13 The student uses logical reasoning to make conjectures and verify conclusions. The student is expected to:
A. make conjectures from patterns or sets of examples and nonexamples; and
B. validate his/her conclusions using mathematical properties and relationships.
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