Texas homeschool hubGrade 6 · Mathematics
Grade 6 MathematicsTEKS Scope & Sequence
The Texas Essential Knowledge and Skills your grade 6 student covers in mathematics — the same standards state assessments and Texas curricula are built on.
TEKS scope & sequence
122 standardsStandards are ordered by STAAR priority — Readiness standards first, then Supporting, then the rest. Readiness standards carry the most weight on the state assessment.
ReadinessSupportingSTAAR-tested
| TEKS | Standard | STAAR |
|---|---|---|
| 6.10A | represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt. | Readiness |
| 6.11A | model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes; | Readiness |
| 6.12C | solve problems involving the volume of right rectangular prisms and triangular prisms; | Readiness |
| 6.12D | write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships. | Readiness |
| 6.13A | distinguish between situations that yield data with and without variability; | Readiness |
| 6.2D | generate equivalent forms of fractions, decimals, and percents using real-world problems as proportional relationships, including problems that involve money; | Readiness |
| 6.3D | represent integer operations with concrete models and connect the actions with the models to standardized algorithms; | Readiness |
| 6.3E | add, subtract, multiply, and divide integers fluently; | Readiness |
| 6.4B | calculate the sales tax for a given purchase and calculate income tax for earned wages. | Readiness |
| 6.4G | generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; | Readiness |
| 6.4H | convert units within a measurement system, including the use of proportions and unit rates. | Readiness |
| 6.5B | give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients; | Readiness |
| 6.6C | convert within and between measurement systems, including the use of proportions and the use of unit rates. | Readiness |
| 6.7A | distinguish between expressions and equations verbally, numerically, and algebraically; | Readiness |
| 6.7D | generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. | Readiness |
| 6.8D | model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; | Readiness |
| 6.10B | determine if the given value(s) make(s) one-variable, one-step equations or inequalities true. | Supporting |
| 6.12A | 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; | Supporting |
| 6.12B | determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles where dimensions are positive rational numbers; | Supporting |
| 6.13B | represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots. | Supporting |
| 6.14A | use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution; | Supporting |
| 6.14B | 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; | Supporting |
| 6.14C | interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; | Supporting |
| 6.14E | compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads; | Supporting |
| 6.14F | describe the value of credit reports to borrowers and to lenders; | Supporting |
| 6.14G | explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; | Supporting |
| 6.14H | 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 income. | Supporting |
| 6.2A | classify sets and subsets using a visual representation such as a Venn diagram or a hierarchy to describe relationships between sets of rational numbers; | Supporting |
| 6.2B | identify a number, its opposite, and its absolute value; | Supporting |
| 6.2C | 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 as proportional relationships; | Supporting |
| 6.2E | use equivalent fractions, decimals, and percents to show equal parts of the same whole as proportional relationships; | Supporting |
| 6.3B | 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; | Supporting |
| 6.3C | extend representations for division to include fraction notation such as a /b represents the same number as a ÷ b where b ≠ 0; | Supporting |
| 6.4A | 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 relationships; | Supporting |
| 6.4C | give examples of ratios as multiplicative comparisons of two quantities describing the same attribute; | Supporting |
| 6.4D | give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients; | Supporting |
| 6.4E | represent ratios and percents with concrete models, fractions, and decimals; | Supporting |
| 6.4F | 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; | Supporting |
| 6.5A | give examples of ratios as multiplicative comparisons of two quantities describing the same attribute; | Supporting |
| 6.5C | use equivalent fractions, decimals, and percents to show equal parts of the same whole. | Supporting |
| 6.6A | apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates; | Supporting |
| 6.6B | calculate unit rates from rates in mathematical and real-world problems; | Supporting |
| 6.7B | determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; | Supporting |
| 6.7C | generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. | Supporting |
| 6.8A | write one-variable, one- and two-step equations and inequalities to represent constraints or conditions within problems; | Supporting |
| 6.8B | write corresponding real-world problems given one-variable, one- and two-step equations or inequalities; | Supporting |
| 6.8C | represent solutions for one-variable, one- and two-step equations and inequalities on number lines; | Supporting |
| 6.9A | identify independent and dependent quantities from tables and graphs; | Supporting |
| 6.9B | write an equation that represents the relationship between independent and dependent quantities from a table; | Supporting |
| 6.9C | represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b; | Supporting |
| 6.10 | Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to: (A) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; (B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true. | — |
| 6.10 | Two-variable equations and relationships--applications of proportional relationships. The student applies mathematical process standards to represent and solve problems involving proportional relationships. The student is expected to: (A) represent constant rates of change in mathematical and real-world problems given pictorial, tabular, verbal, numeric, graphical, and algebraic representations, including d = rt. | — |
| 6.10A | model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; | — |
| 6.11 | Geometric expressions, equations, and relationships--foundations of geometric concepts equations. The student applies mathematical process standards to use geometry to represent relationships. The student is expected to: (A) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes; (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 numbers. | — |
| 6.11B | 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. | — |
| 6.12 | Geometric expressions, equations, and relationships--applications of geometric concepts. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: (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; (B) determine solutions for problems involving the area of rectangles, parallelograms, trapezoids, and triangles where dimensions are positive rational numbers; (C) solve problems involving the volume of right rectangular prisms and triangular prisms; (D) write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships. | — |
| 6.12A | represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots; | — |
| 6.12B | use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution; | — |
| 6.12C | 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; | — |
| 6.12D | 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 | Data science--foundations of measurement and data. The student applies mathematical process standards to represent and analyze data. The student is expected to: (A) distinguish between situations that yield data with and without variability; (B) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots. | — |
| 6.13 | Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to: (A) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; (B) distinguish between situations that yield data with and without variability. | — |
| 6.13A | interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; | — |
| 6.14 | Data science--applications of measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze and solve problems. The student is expected to: (A) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution; (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 distribution; (C) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; (D) solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents; (E) compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads; (F) 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. | — |
| 6.14 | Personal financial literacy. 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 investor. The student is expected to: (A) compare the features and costs of a checking account and a debit card offered by different local financial institutions; (B) distinguish between debit cards and credit cards; (C) balance a check register that includes deposits, withdrawals, and transfers; (D) explain why it is important to establish a positive credit history; (E) describe the information in a credit report and how long it is retained; (F) describe the value of credit reports to borrowers and to lenders; (G) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; (H) 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 income. | — |
| 6.14A | compare the features and costs of a checking account and a debit card offered by different local financial institutions; | — |
| 6.14B | distinguish between debit cards and credit cards; | — |
| 6.14C | balance a check register that includes deposits, withdrawals, and transfers; | — |
| 6.14D | solve problems using data represented in bar graphs, dot plots, and circle graphs, including part-to-whole and part-to-part comparisons and equivalents; | — |
| 6.14E | describe the information in a credit report and how long it is retained; | — |
| 6.14F | 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. | — |
| 6.15 | Personal financial literacy--money management. 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 investor. The student is expected to: (A) compare the features and costs of a checking account and a debit card offered by different local financial institutions; (B) identify and explain the advantages and disadvantages of different payment methods, including distinguishing between debit cards and credit cards; (C) explain why it is important to establish a positive credit history; (D) describe the information in a credit report and how long it is retained; (E) describe the value of credit reports to borrowers and to lenders; (F) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; (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 income. | — |
| 6.15A | compare the features and costs of a checking account and a debit card offered by different local financial institutions; | — |
| 6.15B | identify and explain the advantages and disadvantages of different payment methods, including distinguishing between debit cards and credit cards; | — |
| 6.15C | explain why it is important to establish a positive credit history; | — |
| 6.15D | describe the information in a credit report and how long it is retained; | — |
| 6.15E | describe the value of credit reports to borrowers and to lenders; | — |
| 6.15F | explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; | — |
| 6.15G | 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 income. | — |
| 6.1B | 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; | — |
| 6.1C | 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; | — |
| 6.1D | communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate; | — |
| 6.1E | create and use representations to organize, record, and communicate mathematical ideas; | — |
| 6.1F | analyze mathematical relationships to connect and communicate mathematical ideas; | — |
| 6.1G | display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication. | — |
| 6.2 | Numeracy--foundations of rational numbers. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: (A) classify sets and subsets using a visual representation such as a Venn diagram or a hierarchy to describe relationships between sets of rational numbers; (B) identify a number, its opposite, and its absolute value; (C) 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 as proportional relationships; (D) generate equivalent forms of fractions, decimals, and percents using real-world problems as proportional relationships, including problems that involve money; (E) use equivalent fractions, decimals, and percents to show equal parts of the same whole as proportional relationships; (F) locate, compare, and order integers and rational numbers using a number line; (G) order a set of rational numbers arising from mathematical and real-world contexts; (H) use coordinate geometry to identify locations on a plane, including graphing points in all four quadrants using ordered pairs of rational numbers. | — |
| 6.2 | Number and operations. The student applies mathematical process standards to represent and use rational numbers in a variety of forms. The student is expected to: (A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers; (B) identify a number, its opposite, and its absolute value; (C) locate, compare, and order integers and rational numbers using a number line; (D) order a set of rational numbers arising from mathematical and real-world contexts; (E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0. | — |
| 6.2F | locate, compare, and order integers and rational numbers using a number line; | — |
| 6.2G | order a set of rational numbers arising from mathematical and real-world contexts; | — |
| 6.2H | use coordinate geometry to identify locations on a plane, including graphing points in all four quadrants using ordered pairs of rational numbers. | — |
| 6.3 | Numeracy--operations with rational numbers. The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions. The student is expected to: (A) recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values; (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; (C) extend representations for division to include fraction notation such as a /b represents the same number as a ÷ b where b ≠ 0; (D) represent integer operations with concrete models and connect the actions with the models to standardized algorithms; (E) add, subtract, multiply, and divide integers fluently; (F) add, subtract, multiply, and divide rational numbers; (G) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization; (H) balance a check register that includes deposits, withdrawals, and transfers; (I) create and organize a financial assets and liabilities record and construct a net worth statement. | — |
| 6.3B | 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 ; | — |
| 6.3C | represent integer operations with concrete models and connect the actions with the models to standardized algorithms; | — |
| 6.3E | multiply and divide positive rational numbers fluently. | — |
| 6.3F | add, subtract, multiply, and divide rational numbers; | — |
| 6.3G | generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization; | — |
| 6.3H | balance a check register that includes deposits, withdrawals, and transfers; | — |
| 6.3I | create and organize a financial assets and liabilities record and construct a net worth statement. | — |
| 6.4 | Numeracy--applications of percents. The student applies mathematical process standards to solve problems involving percents as proportional relationships. The student is expected to: (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 models; (B) calculate the sales tax for a given purchase and calculate income tax for earned wages. | — |
| 6.4 | Proportionality. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: (A) 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 relationships; (B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates; (C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute; (D) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients; (E) represent ratios and percents with concrete models, fractions, and decimals; (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; (G) generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; (H) convert units within a measurement system, including the use of proportions and unit rates. | — |
| 6.4A | 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; | — |
| 6.5 | Proportionality. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to: (A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions; (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; (C) use equivalent fractions, decimals, and percents to show equal parts of the same whole. | — |
| 6.5 | Proportionality--foundations of ratios and rates. The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations. The student is expected to: (A) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute; (B) give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients; (C) represent ratios and percents with concrete models, fractions, and decimals; (D) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. | — |
| 6.5A | represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions; | — |
| 6.5C | represent ratios and percents with concrete models, fractions, and decimals; | — |
| 6.5D | represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions. | — |
| 6.6 | Proportionality--applications of ratios and rates. The student applies mathematical process standards to solve problems involving proportional relationships. The student is expected to: (A) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates; (B) calculate unit rates from rates in mathematical and real-world problems; (C) convert within and between measurement systems, including the use of proportions and the use of unit rates. | — |
| 6.6C | represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b. | — |
| 6.7 | One-variable expressions, equations, and relationships--foundations of one-variable relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: (A) distinguish between expressions and equations verbally, numerically, and algebraically; (B) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; (C) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. | — |
| 6.7 | Expressions, equations, and relationships. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to: (A) generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization; (B) distinguish between expressions and equations verbally, numerically, and algebraically; (C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; (D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties. | — |
| 6.7C | determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; | — |
| 6.8 | One-variable expressions, equations, and relationships--applications of one-variable relationships. The student applies mathematical process standards to use equations and inequalities to represent situations and solve problems. The student is expected to: (A) write one-variable, one- and two-step equations and inequalities to represent constraints or conditions within problems; (B) write corresponding real-world problems given one-variable, one- and two-step equations or inequalities; (C) represent solutions for one-variable, one- and two-step equations and inequalities on number lines; (D) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; (E) model and solve one-variable, two-step equations and inequalities; (F) determine if the given value(s) make(s) one-variable, one- and two-step equations and inequalities true. | — |
| 6.8 | Expressions, equations, and relationships. The student applies mathematical process standards to use geometry to represent relationships and solve problems. The student is expected to: (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; (B) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes; (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; (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. | — |
| 6.8B | model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes; | — |
| 6.8C | 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; | — |
| 6.8D | 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. | — |
| 6.8E | model and solve one-variable, two-step equations and inequalities; | — |
| 6.8F | determine if the given value(s) make(s) one-variable, one- and two-step equations and inequalities true. | — |
| 6.9 | Two-variable equations and relationships--foundations of linear relationships. The student applies mathematical process standards to use multiple representations to describe algebraic relationships. The student is expected to: (A) identify independent and dependent quantities from tables and graphs; (B) write an equation that represents the relationship between independent and dependent quantities from a table; (C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b; (D) 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 relationships. | — |
| 6.9A | write one-variable, one-step equations and inequalities to represent constraints or conditions within problems; | — |
| 6.9C | write corresponding real-world problems given one-variable, one-step equations or inequalities. | — |
| 6.9D | 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 relationships. | — |