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TITLE 19EDUCATION
PART 2TEXAS EDUCATION AGENCY
CHAPTER 111TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR MATHEMATICS
SUBCHAPTER BMIDDLE SCHOOL
RULE §111.26Grade 6, Adopted 2012

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

  (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; and

    (D) generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties.

  (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; and

    (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.

  (9) Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to represent situations. The student is expected to:

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

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

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

  (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; and

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

  (11) Measurement and data. The student applies mathematical process 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.

  (12) Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to:

    (A) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

    (B) use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

    (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

    (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.

  (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; and

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

  (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; and

    (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.


Source Note: The provisions of this §111.26 adopted to be effective September 10, 2012, 37 TexReg 7109

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