Grade 6 - Crosswalk - comparing current and revised TEKS

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New TEKS

Old TEKS

Comments

"Such As"

(A) apply mathematics to problems arising in everyday life, society, and the workplace;

6.11 (A) identify and apply mathematics to everyday

experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics

- removed the verb "identify" - removed context of other disciplines, and other mathematial topics

- added context of society and workplace

(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;

6.11(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

merged two old process TEKS reworded problem solving model

-from understand => analyze information

-make a plan OR strategy, but removed the list of strategies -carry out plan =>determine a solution

-added justify solution

- eval reasonableness=> eval problem solving process & reasonableness

(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;

6.11 (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

almost identical new & old, just rearranged words

6th Grade Math Crosswalk

Process Standards

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(D) communicate mathematical ideas, reasoning, and their implications using multiple

representations, including symbols, diagrams, graphs, and language as appropriate;

6.12(A) communicate mathematical ideas using language, efficient tools,

appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and

added "reasoning and implications"

removed tools, units

(E) create and use representations to organize, record, and communicate mathematical ideas;

6.12 (A) communicate mathematical ideas using language, efficient tools,

(B) evaluate the effectiveness of different representations to communicate ideas

(F) analyze mathematical relationships to connect and communicate mathematical ideas; and

6.13 (A) make conjectures from patterns or sets of examples and nonexamples; and

(G) display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

6.12 (A) communicate mathematical ideas using language, efficient tools,

6.13 (B) validate his/her

conclusions using mathematical properties and relationships]

(3)

New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram

to describe relationships between sets of numbers;

Venn diagram - see 7.11.A and 8.12.C (RAB)

"classify"ing number systems and Venn diagrams (are new to grade 6-RAB)

(B) identify a number, its opposite, and its absolute value;

term absolute value is new

(C) locate, compare, and order

integers and rational numbers using a number line;

6.1A-compare and order non-negative rational numbers;

7.1A-compare and order integers and positive rational numbers; 8.1A-compare and order rational numbers in various forms

including integers, percents, and positive and negative fractions and decimals;

- use of number line is new - compare and order integers are new to 6th

- positive and negative rational numbers?

(D) order a set of rational numbers arising from mathematical and real-world contexts; and

6.1A-compare and order non-negative rational numbers;

6.1C use integers to represent real-life situations

7.1A-compare and order integers and positive rational numbers; 8.1A-compare and order rational numbers in various forms

including integers, percents, and positive and negative fractions and decimals;

- takes away numberline from C

- includes real world

Number and Operation

6.2 The student applies

mathematical process standards to represent and use rational

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(E) extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0.

- new TEKS

- was instructed, but never explicitly stated in the TEKS

(A) recognize that dividing by a

rational number and multiplying by its reciprocal result in equivalent values;

- was instructed, but never explicitly stated in the TEKS

(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;

7.2A represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers;

- was instructed, but never explicitly stated in the TEKS, but can derived from the 7.2 A TEKS

(C) represent integer operations with concrete models and connect the actions to with the models to standardized algorithms;

7.2C use models, such as [concrete objects,] pictorial

models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

- from 7th grade

- almost exact same language

(D) add, subtract, multiply, and divide integers fluently; and

7.2C use models, such as [concrete objects,] pictorial

models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms;

- new to 6th grade, from 7th - "Fluently" is new

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(E) multiply and divide positive rational numbers fluently.

7.2A represent multiplication and division situations involving fractions and decimals with models, including [concrete objects,] pictures, words, and numbers;

7.2B use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals;

- new to 6th grade, from 7th - "Fluently" is new

(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;

8th prop/non-prop teks? - describing the difference between additive vs.

multiplicative relationships is new to any grade level

-(B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates;

6.3C use ratios to make predictions in proportional situations.

- needs to be defined: qualitative and quantitative

(C) give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;

6.3A use ratios to describe proportional situations 6.2C use multiplication and

division of whole numbers to solve problems including situations involving equivalent ratios and rates;

- new language

- for conceptual understanding - "attributes" ?

Proportionality

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(D) give examples of rates as the comparison by division of two

quantities having different attributes, including rates as quotients;

6.2C use multiplication and

division of whole numbers to solve problems including situations involving equivalent ratios and rates;

- appears that old 6.2C was separated to be more specific on developing those

understandings

(E) represent ratios and percents with concrete models, fractions, and decimals;

6.3B represent ratios and percents with [concrete] models, fractions, and decimals;

exact same as old TEKS

(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;

- all new description

- was probably instructed, but not explicitly stated before - very specific representations listed

(G) generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and

6.1B generate equivalent forms of rational numbers including whole numbers, fractions, and decimals; 7.1B convert between fractions, decimals, whole numbers, and percents mentally, on paper, [or with a calculator];

- from both 6th and 7th grade - includes real-world and money

(H) convert units within a

measurement system, including the use of proportions and unit rates.

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

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;

7.3A estimate and find solutions to application problems involving percent;

7.3B estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units.

- all the different ways to look at and solve proportionality problems

- graphing proportional relationships will be new

(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; and

7.3A estimate and find solutions to application problems involving percent;

- New, from 7th grade - explicitly stating concrete and pictoral models

(C) use equivalent fractions,

decimals, and percents to show equal parts of the same whole.

(8.1B?) select and use appropriate forms of rational numbers to solve real-life problems including those involving proportional

relationships;

- new TEK

- was probably instructed to prior, but never explicitly stated

- using different forms of rational numbers to solve problems (3/5 vs. 60%, vs. 0.6)

(A) identify independent and

dependent quantities from tables and graphs;

A1.A describe independent and dependent quantities in functional relationships;

this is moved down from Algebra 1

Expressions, Equations, and Relationships

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

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(B) write an equation that represents the relationship between independent and dependent quantities from a table; and

6.5 formulate equations from problem situations described by linear relationships.

- has been taught, but never explicitly stated in the TEKS - independent and dependent

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

8.4A generate a different representation of data given another representation of data (such as a table, graph, equation, or verbal description).

- new to 6th grade, from 8th - k is defined in 7th grade as constant of proportionality - tables and equations were in old 6th gr, but graphing

relationships will be new (A) generate equivalent numerical

expressions using order of

operations, including whole number positive exponents and prime factorization;

6.1D write prime factorizations using exponents;

6.2E use order of operations to simplify whole number

expressions (without exponents) in problem solving situations. 7.2E simplify numerical

expressions involving order of operations and exponents

- prime factorization and order of operations is not new, but using them to create

equivalent numerical expressions

-exponents in order of ops is new to 6th

(B) distinguish between expressions and equations verbally, numerically, and algebraically;

- taught, but never explicitly stated in the TEKS

(C) determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and

- new to any grade level 6.7 The student

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

process

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(D) generate equivalent expressions using operations the inverse, identity, commutative,

associative, and distributive properties.

A.4B use the commutative, associative, and distributive properties to simplify algebraic expressions;

- tying elementary numerical fluency to algebraic context

such as the inverse, identity, commutative, associative, and distributive properties (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;

6.6B identify relationships involving angles in triangles and quadrilaterals;

- angles w/in triangles is same as old TEKS

- now explicitly stating the relationships between sides and angles in a triangle (such as longest side opposite largest angle)

- 3 lengths to form a triangle is new

(B) model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;

5.10B connect models for

perimeter, area, and volume with their respective formulas;

6.8B select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time,

temperature, volume, and weight;

- taught, but never explicitly stated in the TEKS

- decomposing is new language

mathematical process

standards to use geometry to represent

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(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

- using the term "equation" instead of formula

- writing equations was separated from solving - figures with explicitly stated - creating an equation to solve a problem related to area, not just the area of one shape alone

(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 select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time,

temperature, volume, and weight;

- specificity in the dimensions being positive rational

numbers

(A) write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;

- inequalities are new to middle school

(B) represent solutions for one-variable, one-step equations and inequalities on number lines; and

- new

- inequalities new to middle school

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

7.5B formulate problem situations when given a simple equation and formulate an equation when given a problem situation.

- new to 6th gr, from 7th

- inequalities new to all middle school

standards to use equations

and inequalities to represent

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts

7.5 (A) use concrete and pictorial models to solve equations and use symbols to record the actions;

- new to 6th gr, from 7th

- inequalities new to all middle school

- will this include negative coefficients for inequalities?

such as

complementary and

supplementary angles

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

- might have been taught, but never explicitly stated in the TEKS

standards to use coordinate geometry to identify locations on a plane. The student is expected to

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

6.7A locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers

8.7D locate and name points on a coordinate plane using ordered pairs of rational numbers.

- new to 6th, from 8th gr

Measurement and Data

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) represent numeric data

graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

6.10C 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;

7.11A select and use an appropriate representation for presenting and displaying relationships among collected data, including line plot, line graph, bar graph, stem and leaf plot, circle graph, and Venn

diagrams, and justify the selection; 8.12C select and use an

appropriate representation for presenting and displaying relationships among collected data, including line plots, line graphs, stem and leaf plots, circle graphs, bar graphs, box and whisker plots, histograms, and Venn diagrams, with and without the use of technology.

- change in language from line plot to "Dot plot"

- stem & leaf (and line plot) from old 6th

- new, from 8th: histograms and box & whisker from - limits the number of

graphical representations to work with

(B) use the graphical representation of numeric data to describe the

center, spread, and shape of the data distribution;

- new language: center, spread, and shape of data distribution

standards to use numerical or graphical

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(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

6.10B identify mean (using concrete objects and pictorial models), median, mode, and

range of a set of data 8.12A use variability (range,

including interquartile range (IQR)) and select the appropriate

measure of central tendency to describe a set of data and justify the choice for a particular

situation; (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.

6.10A 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 6.10B identify mean (using concrete objects and

pictorial models), median, mode, and range of a set of data

- categorical data is new language

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) interpret numeric data

summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and

6.10A 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

6.10D solve problems by

collecting, organizing, displaying, and interpreting data.

- limits the number of graphical representations

(B) distinguish between situations that yield data with and without variability

- new such as the

question "How tall am I?" which would be

answered with a single height versus the question "How tall are the students in my class?" which would be

answered based on heights that vary

standards to use numerical or graphical

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

(A) compare the features and costs of a checking account and a debit card offered by different local financial institutions;

new TEKS

(B) distinguish between debit cards and credit cards;

new TEKS

(C) balance a check register that includes deposits, withdrawals, and transfers;

new TEKS

(D) explain why it is important to establish a positive credit history

new TEKS

(E) describe the information in a credit report and how long it is retained;

new TEKS

(F) describe the value of credit reports to borrowers and to lenders.

new TEKS

(G) explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work study; and

new TEKS

(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.

new TEKS;

www.cdr.state.tx.us/realityche ck

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:

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

6.1E identify factors of a positive integer, common factors, and the greatest common factor of a set of positive

moved to 5th grade

6.1F identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers

moved to 5th grade

6.2A model addition and subtraction situations involving fractions with objects, pictures, words, and numbers

moved to 5th grade

6.2B use addition and subtraction to solve porblems involviing fractions and decimals

moved to 5th grade

6.2D estimate and round to approximate reasonable results and to solve problems where exact answers are not required 6.4A use tables and symbols to represent and describe

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New TEKS

Old TEKS

Comments

"Such As"

6th Grade Math Crosswalk

6.4B use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.

6.6A use angle measurements to classify angles as acute, obtuse, or right

moved to 4th grade

6.6C describe the relationship between radius, diameter, and circumference of a circle

moved to 7th grade

6.8A estimate measurements (including circumference) and evaluate reasonableness of results

circumference part moved to 7th grade

6.8C measure angles moved to 4th grade 6.9A construct sample spaces

using lists and tree diagrams

moved to 7th grade

"Such As"

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