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Texas Standards

6th Grade Math TEKS

All 59 Texas math standards for 6th grade, each explained in plain English. The official wording is one click away under each one.

59 standards

Mathematical process standards

7 standards
The student uses mathematical processes to acquire and demonstrate mathematical understanding.
6.1(A)
Use math to solve problems from daily life, the community and jobs, like working out the best deal on school supplies.
Official wording
apply mathematics to problems arising in everyday life, society, and the workplace;
6.1(B)
Solve problems by sorting out the facts, picking a strategy, finding an answer, showing why it works and checking that it makes sense.
Official wording
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)
Choose the right tool or method for a problem, like fraction strips, a calculator, mental math or a quick estimate.
Official wording
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)
Share math thinking and what it means using symbols, diagrams, graphs and words, like showing a ratio as a table and a sentence.
Official wording
communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;
6.1(E)
Make tables, diagrams and other models to organize work and show math ideas, like a strip diagram for a ratio problem.
Official wording
create and use representations to organize, record, and communicate mathematical ideas;
6.1(F)
Look for how math ideas relate and use those links to explain thinking, like seeing how fractions, decimals and percents match.
Official wording
analyze mathematical relationships to connect and communicate mathematical ideas; and
6.1(G)
Explain and defend math reasoning out loud or in writing using exact math vocabulary, like integer, ratio and expression.
Official wording
display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Number and operations

10 standards
The student applies mathematical process standards to represent and use rational numbers in a variety of forms.
6.2(A)
Sort whole numbers, integers and rational numbers with a Venn diagram to show how each set fits inside the next.
Official wording
classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers;
6.2(B)
Name a number's opposite and its absolute value, like -7 is the opposite of 7 and both are 7 units from zero.
Official wording
identify a number, its opposite, and its absolute value;
6.2(C)
Place integers and rational numbers on a number line to compare and order them, like putting -2.5 to the left of -1.
Official wording
locate, compare, and order integers and rational numbers using a number line;
6.2(D)
Arrange a mix of fractions, decimals and negative numbers in order, like ranking daily low temperatures from coldest to warmest.
Official wording
order a set of rational numbers arising from mathematical and real-world contexts; and
6.2(E)
Understand that a fraction bar means division, so 3/4 is the same number as 3 ÷ 4, as long as the divisor is not zero.
Official wording
extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0.
The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.
6.3(A)
Show that dividing by a fraction gives the same answer as multiplying by its reciprocal, like 6 ÷ 2/3 equals 6 × 3/2.
Official wording
recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values;
6.3(B)
Predict, with or without calculating, whether multiplying by a fraction makes a number bigger or smaller, like 12 × 3/4 is less than 12.
Official wording
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)
Use models like colored counters or number lines to act out integer operations and link those moves to the usual written steps.
Official wording
represent integer operations with concrete models and connect the actions with the models to standardized algorithms;
6.3(D)
Add, subtract, multiply and divide positive and negative whole numbers quickly and accurately, like -8 × 3 = -24.
Official wording
add, subtract, multiply, and divide integers fluently; and
6.3(E)
Multiply and divide positive fractions and decimals quickly and accurately, like 2.4 ÷ 0.6 = 4 or 3/5 × 5/6 = 1/2.
Official wording
multiply and divide positive rational numbers fluently.

Proportionality

11 standards
The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
6.4(A)
Compare an adding rule like y = x + 3 with a multiplying rule like y = 3x in words, tables, graphs and equations to tell them apart.
Official wording
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;
6.4(B)
Reason with ratios and rates to predict and compare in real situations, like which store's price per ounce is the better buy.
Official wording
apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates;
6.4(C)
Give examples of ratios that compare two amounts of the same kind, like 3 boys for every 5 girls in a class.
Official wording
give examples of ratios as multiplicative comparisons of two quantities describing the same attribute;
6.4(D)
Give examples of rates that compare different kinds of amounts by dividing, like 120 miles in 2 hours is 60 miles per hour.
Official wording
give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients;
6.4(E)
Show ratios and percents with models, fractions and decimals, like shading 40 of 100 squares for 40%, 2/5 and 0.4.
Official wording
represent ratios and percents with concrete models, fractions, and decimals;
6.4(F)
Model key fractions and percents like 10%, 25% and 33 1/3% and their multiples on hundred grids, strip diagrams and number lines.
Official wording
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)
Write the same amount as a fraction, decimal and percent in real problems, like 3/4 of a dollar is 0.75 or 75%.
Official wording
generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money; and
6.4(H)
Change units within one system using proportions and unit rates, like turning 3 feet into 36 inches or 2 liters into 2,000 milliliters.
Official wording
convert units within a measurement system, including the use of proportions and unit rates.
The student applies mathematical process standards to solve problems involving proportional relationships.
6.5(A)
Show ratio and rate problems with scale factors, tables, graphs and proportions, like a table of cups of flour per batch of cookies.
Official wording
represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions;
6.5(B)
Solve real percent problems for the part, the whole or the percent, using drawings and models, like 30% of 50 or 12 out of 48.
Official wording
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)
Use matching fractions, decimals and percents to name equal shares of one whole, like 1/4, 0.25 and 25% of a pizza.
Official wording
use equivalent fractions, decimals, and percents to show equal parts of the same whole.

Expressions, equations, and relationships

16 standards
The student applies mathematical process standards to use multiple representations to describe algebraic relationships.
6.6(A)
Tell which quantity depends on the other in a table or graph, like total cost depending on the number of tickets bought.
Official wording
identify independent and dependent quantities from tables and graphs;
6.6(B)
Write an equation from a table that links the input and output, like y = 4x when each ticket costs $4.
Official wording
write an equation that represents the relationship between independent and dependent quantities from a table; and
6.6(C)
Show one situation four ways, in words, a table, a graph and an equation such as y = 5x or y = x + 2.
Official wording
represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b.
The student applies mathematical process standards to develop concepts of expressions and equations.
6.7(A)
Rewrite number expressions in equal forms using order of operations, exponents and prime factors, like 36 = 2² × 3².
Official wording
generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization;
6.7(B)
Tell an expression from an equation in words, numbers and symbols, like 3x + 2 is an expression but 3x + 2 = 11 is an equation.
Official wording
distinguish between expressions and equations verbally, numerically, and algebraically;
6.7(C)
Decide whether two expressions are equal using algebra tiles, drawings and algebra, like checking that x + x + x matches 3x.
Official wording
determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations; and
6.7(D)
Use the commutative, associative, distributive, identity and inverse properties to rewrite expressions, like 3 + x + 5 as x + 8.
Official wording
generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.
The student applies mathematical process standards to use geometry to represent relationships and solve problems.
6.8(A)
Learn that a triangle's angles add to 180°, that the longest side faces the largest angle, and which three lengths can form a triangle.
Official wording
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)
Cut apart and rearrange parallelograms, trapezoids and triangles to see where their area formulas come from.
Official wording
model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes;
6.8(C)
Write an equation to match an area problem for a triangle, trapezoid, parallelogram or rectangle, or a box volume problem, with fraction or decimal sides.
Official wording
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)
Find areas of triangles, trapezoids, parallelograms and rectangles and volumes of rectangular prisms whose measures are fractions or decimals.
Official wording
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.
The student applies mathematical process standards to use equations and inequalities to represent situations.
6.9(A)
Write a one-step equation or inequality to show a limit in a problem, like x + 15 ≤ 40 when $15 is spent and the limit is $40.
Official wording
write one-variable, one-step equations and inequalities to represent constraints or conditions within problems;
6.9(B)
Graph the answers to one-step equations and inequalities on a number line, like an open circle at 5 and an arrow right for x > 5.
Official wording
represent solutions for one-variable, one-step equations and inequalities on number lines; and
6.9(C)
Make up a real-life word problem that fits a given one-step equation or inequality, like a story for 4x = 28.
Official wording
write corresponding real-world problems given one-variable, one-step equations or inequalities.
The student applies mathematical process standards to use equations and inequalities to solve problems.
6.10(A)
Use models to solve one-step equations and inequalities, including ones about shapes, like finding the angle that joins 40° to make 90°.
Official wording
model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and
6.10(B)
Check whether a given number makes a one-step equation or inequality true, like testing if x = 6 works in x + 9 = 15.
Official wording
determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.

Measurement and data

7 standards
The student applies mathematical process standards to use coordinate geometry to identify locations on a plane.
6.11
Plot ordered pairs of fractions, decimals and negative numbers anywhere on the coordinate plane, across all four quadrants.
Official wording
graph points in all four quadrants using ordered pairs of rational numbers.
The student applies mathematical process standards to use numerical or graphical representations to analyze problems.
6.12(A)
Display number data in box plots, histograms, dot plots and stem-and-leaf plots, like the heights of students in a class.
Official wording
represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;
6.12(B)
Use a graph of number data to describe where it centers, how spread out it is and its overall shape, like clustered or skewed.
Official wording
use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;
6.12(C)
Find the mean, median, range and interquartile range of a data set and use them to describe its center, spread and shape.
Official wording
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)
Summarize category data with the mode, a relative frequency table and a percent bar graph, like the share of students who pick each sport.
Official wording
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.
The student applies mathematical process standards to use numerical or graphical representations to solve problems.
6.13(A)
Read box plots, histograms, dot plots and stem-and-leaf plots to draw conclusions about data, like finding the median from a box plot.
Official wording
interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and
6.13(B)
Tell apart questions whose answers vary from those that do not, like the heights of everyone in class versus the days in a week.
Official wording
distinguish between situations that yield data with and without variability.

Personal financial literacy

8 standards
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.
6.14(A)
Weigh what nearby banks and credit unions charge and offer for a checking account and debit card to choose the best fit.
Official wording
compare the features and costs of a checking account and a debit card offered by different local financial institutions;
6.14(B)
Explain how a debit card, which spends money already in the bank, differs from a credit card, which borrows money.
Official wording
distinguish between debit cards and credit cards;
6.14(C)
Keep a check register up to date by recording deposits, withdrawals and transfers and tracking the running balance.
Official wording
balance a check register that includes deposits, withdrawals, and transfers;
6.14(D)
Explain why building a good credit history matters, like getting approved for loans at lower interest rates.
Official wording
explain why it is important to establish a positive credit history;
6.14(E)
Describe what a credit report shows, like payment history and debts, and how many years that information stays on it.
Official wording
describe the information in a credit report and how long it is retained;
6.14(F)
Describe how credit reports help both people who borrow money and the lenders deciding whether to loan it.
Official wording
describe the value of credit reports to borrowers and to lenders;
6.14(G)
Explain different ways to pay for college, such as savings, grants, scholarships, student loans and work-study jobs.
Official wording
explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study; and
6.14(H)
Compare yearly pay for jobs that need different amounts of schooling or training and figure how those salaries add up over a lifetime.
Official wording
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.

The official Texas documents

Texas Essential Knowledge and Skills for Mathematics, 19 Texas Administrative Code Chapter 111, adopted by the Texas State Board of Education.

The plain-English lines are EMStudio's own explanations, shown beside the official wording. They are not part of the standards.