SIDE-BY-SIDE TEKS COMPARISON GRADE 6
SIDE-BY-SIDE TEKS COMPARISONGRADE 6
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Grade 6 – MathematicsCurrent TEKSRevised TEKS (2012)Supporting Information(a) Introduction.(1) Within a well-balanced mathematicscurriculum, the primary focal points atGrade 6 are using ratios to describe directproportional relationships involvingnumber, geometry, measurement,probability, and adding and subtractingdecimals and fractions.(a) Introduction.(1) The desire to achieve educationalexcellence is the driving force behind theTexas essential knowledge and skills formathematics, guided by the college andcareer readiness standards. By embeddingstatistics, probability, and finance, whilefocusing on computational thinking,mathematical fluency and solidunderstanding, Texas will lead the way inmathematics education and prepare allTexas students for the challenges they willface in the 21st century.(a) Introduction.(3)The primary focal points at Grade 6 arenumber operations; proportionality;expressions, equations, and relationships;and measurement and data. Students useconcepts, algorithms, and properties ofrational numbers to explore mathematicalrelationships and to describe increasinglycomplex situations. Students use conceptsof proportionality to explore, develop, andcommunicate mathematical relationships.Students use algebraic thinking to describehow a change in one quantity in arelationship results in a change in theother. Students connect verbal, numeric,graphic, and symbolic representations ofrelationships, including equations andinequalities. Students use geometricproperties and relationships, as well asspatial reasoning, to model and analyzesituations and solve problems. Studentscommunicate information about geometricfigures or situations by quantifyingattributes, generalize procedures frommeasurement experiences, and use theprocedures to solve problems. Students useappropriate statistics, representations ofdata, and reasoning to draw conclusions,evaluate arguments, and makerecommendations. While the use of alltypes of technology is important, theemphasis on algebra readiness skillsnecessitates the implementation ofgraphing technology.The definition of a well-balanced mathematicscurriculum has expanded to include the CCRS.A focus on mathematical fluency and solidunderstanding allows for rich exploration of theprimary focal points.(a) Introduction.(2) Throughout mathematics in Grades 6-8,students build a foundation of basicunderstandings in number, operation, andquantitative reasoning; patterns,relationships, and algebraic thinking;geometry and spatial reasoning;measurement; and probability andstatistics. Students use concepts,algorithms, and properties of rationalnumbers to explore mathematicalrelationships and to describe increasinglycomplex situations. Students use algebraicthinking to describe how a change in onequantity in a relationship results in achange in the other; and they connectverbal, numeric, graphic, and symbolicrepresentations of relationships. Studentsuse geometric properties and relationships,as well as spatial reasoning, to model andanalyze situations and solve problems.Students communicate information aboutgeometric figures or situations byquantifying attributes, generalizeprocedures from measurementexperiences, and use the procedures tosolve problems. Students use appropriatestatistics, representations of data,reasoning, and concepts of probability todraw conclusions, evaluate arguments, andmake recommendations. 2013 Texas Education Agency. All Rights Reserved 2013NotesThe 2012 paragraph that highlights morespecifics about grade 6 mathematics contentfollows the paragraph about the mathematicalprocess standards. This supports the notionthat the TEKS should be learned in a way thatintegrates the mathematical process standardsin an effort to develop fluency.The 2012 paragraph has been updated to alignto the 2012 grade 6 mathematics TEKS.Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison1
Grade 6 – MathematicsCurrent TEKSRevised TEKS (2012)Supporting Information(a) Introduction.(3) Problem solving in meaningful contexts,language and communication, connectionswithin and outside mathematics, and formaland informal reasoning underlie all contentareas in mathematics. Throughoutmathematics in Grades 6-8, students usethese processes together with graphingtechnology and other mathematical toolssuch as manipulative materials to developconceptual understanding and solveproblems as they do mathematics.(a) Introduction.(2)The process standards describe waysin which students are expected to engagein the content. The placement of theprocess standards at the beginning of theknowledge and skills listed for each gradeand course is intentional. The processstandards weave the other knowledge andskills together so that students may besuccessful problem solvers and usemathematics efficiently and effectively indaily life. The process standards areintegrated at every grade level and course.When possible, students will applymathematics to problems arising ineveryday life, society, and the workplace.Students will use a problem-solving modelthat incorporates analyzing giveninformation, formulating a plan or strategy,determining a solution, justifying thesolution, and evaluating the problemsolving process and the reasonableness ofthe solution. Students will selectappropriate tools such as real objects,manipulatives, algorithms, paper andpencil, and technology and techniques suchas mental math, estimation, number sense,and generalization and abstraction to solveproblems. Students will effectivelycommunicate mathematical ideas,reasoning, and their implications usingmultiple representations such as symbols,diagrams, graphs, computer programs, andlanguage. Students will use mathematicalrelationships to generate solutions andmake connections and predictions.Students will analyze mathematicalrelationships to connect and communicatemathematical ideas. Students will display,explain, or justify mathematical ideas andarguments using precise mathematicallanguage in written or oral communication.(a) Introduction.(4)Statements that contain the word"including" reference content that must bemastered, while those containing thephrase "such as" are intended as possibleillustrative examples.This 2012 paragraph occurs second in theRevised TEKS (2012) instead of third as in thecurrent TEKS. This highlights the continuedemphasis on process skills that now continuefrom Kindergarten through high schoolmathematics. 2013 Texas Education Agency. All Rights Reserved 2013NotesThe language of this 2012 introductoryparagraph is very similar to the Mathematicalprocess standard strand within the RevisedTEKS (2012).This 2012 introductory paragraph includesgeneralization and abstraction with the textfrom 6(1)(C).This 2012 introductory paragraph states,“students will use mathematical relationships togenerate solutions and make connections andpredictions” instead of the text from 6(1)(E).Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison2
Grade 6 – MathematicsCurrent TEKS – Number, Operations, andQuantitative ReasoningRevised TEKS (2012)6(2)(C) Number and operations. The studentapplies mathematical process standards torepresent and use rational numbers in a varietyof forms. 6(1)(A) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to compare andorder non-negative rational numbers.The student is expected to locate,compare, and order integers and rationalnumbers using a number line.6(2)(D) Number and operations. The studentapplies mathematical process standards torepresent and use rational numbers in a varietyof forms.The student is expected to order a set ofrational numbers arising frommathematical and real-world contexts. 6(1)(B) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to generateequivalent forms of rational numbersincluding whole numbers, fractions, anddecimals.[Also from current 7.1B]6(4)(G) Proportionality. The student appliesmathematical process standards to develop anunderstanding of proportional relationships inproblem situations.The student is expected to generateequivalent forms of fractions, decimals,and percents using real-world problems,including problems that involve money.6(5)(C) Proportionality. The student appliesmathematical process standards to solveproblems involving proportional relationships.The student is expected to use equivalentfractions, decimals, and percents to showequal parts of the same whole. 2013 Texas Education Agency. All Rights Reserved 2013Supporting InformationNotesThe revised SE continues the comparing andordering of positive rational numbers.The revised SE extends the comparing andordering of positive rational numbers to includeintegers and negative rational numbers.The revised SE adds the number line as a toolfor locating, comparing, and ordering integersand rational numbers.The revised SE continues the ordering ofpositive rational numbers. When the current SEis paired with the current SE 6(11)(A), theexpectation is that students order numbersarising from mathematical and real-worldcontexts.The revised SE extends the ordering of positiverational numbers to include integers andnegative rational numbers.Specificity has been added regarding forms ofrational numbers to include percents which isdeveloped under the current 6(3)(B) in thePatterns, relationships, and algebraic thinkingstrand. Ideas related to percent have beengrouped together under the Proportionalitystrand in the revised SE.When the current SE is paired with the current6(11)(A), the expectation is that students ordernumbers arising from mathematical and realworld contexts, including those involvingmoney.Specificity has been added regarding theaccuracy of the mathematics. The equivalentvalues should be used to describe the samewhole.Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison3
Grade 6 – MathematicsCurrent TEKS – Number, Operations, andQuantitative Reasoning 6(1)(C) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to use integers torepresent real-life situations.Revised TEKS (2012)6(2)(B) Number and operations. The studentapplies mathematical process standards torepresent and use rational numbers in a varietyof forms.The student is expected to identify anumber, its opposite, and its absolutevalue.Supporting InformationNotesSpecificity has been added regarding theconcept of integers with the identification of anumber and its opposite and the identificationof a number and its absolute value. Becauseabsolute value is the distance of a value fromzero on a number line, this SE implies the useof a number line.When the revised SE 6(2)(B) is coupled withthe revised SE 6(1)(A), the expectation is thatstudents apply the skill of identifying integerseveryday life.The revised SE adds the use of the absolutevalue symbol and the formal mathematicsvocabulary as students identify a number andits opposite as being the same distance fromzero, or absolute value. 6(1)(D) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to write primefactorizations using exponents.––6(7)(A) Expressions, equations, andrelationships. The student appliesmathematical process standards to developconcepts of expressions and equations.The student is expected to generateequivalent numerical expressions usingorder of operations, including wholenumber exponents and primefactorization.6(1)(E) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to identify factorsof a positive integer, common factors, andthe greatest common factor of a set ofpositive integers.6(1)(F) Number, operation, andquantitative reasoning. The studentrepresents and uses rational numbers in avariety of equivalent forms.The student is expected to identifymultiples of a positive integer andcommon multiples and the least commonmultiple of a set of positive integers. 2013 Texas Education Agency. All Rights Reserved 2013The current SE 6(1)(D) has been subsumedwithin the revised SE 6(7)(A).This skill is not included within the RevisedTEKS (2012).This skill is not included within the RevisedTEKS (2012).Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison4
Grade 6 – MathematicsCurrent TEKS – Number, Operations, andQuantitative Reasoning––6(2)(A) Number, operation, andquantitative reasoning. The student adds,subtracts, multiplies, and divides to solveproblems and justify solutions.6(2)(B) Number, operation, andquantitative reasoning. The student adds,subtracts, multiplies, and divides to solveproblems and justify solutions.– 6(3)(E) Number and operations. The studentapplies mathematical process standards torepresent addition, subtraction, multiplication,and division while solving problems andjustifying solutions.The student is expected to multiply anddivide positive rational numbers fluently.6(2)(D) Number, operation, andquantitative reasoning. The student adds,subtracts, multiplies, and divides to solveproblems and justify solutions.The student is expected to use order ofoperations to simplify whole numberexpressions (without exponents) inproblem solving situations.Students continue work with multiplication anddivision. Ratios and rates are related to rationalnumber concepts.The revised SE 6(3)(E) expects students tomultiply and divide positive fractions anddecimal values fluently. The foundation for thisfluency begins in grade 5 with revised SEs5(3)(D), 5(3)(E), 5(3)(F), 5(3)(G), 5(3)(I),5(3)(J), and 5(3)(L).The content of this SE has moved to grade 5:Number and operations5(3)(A)The student is expected to estimate andround to approximate reasonable resultsand to solve problems where exactanswers are not required.6(2)(E) Number, operation, andquantitative reasoning. The student adds,subtracts, multiplies, and divides to solveproblems and justify solutions.NotesThe content of this SE has moved to grade 5:Number and operations5(3)(K)The student is expected to use additionand subtraction to solve problemsinvolving fractions and decimals.The student is expected to usemultiplication and division of wholenumbers to solve problems includingsituations involving equivalent ratios andrates.Supporting InformationThe content of this SE has moved to grade 5:Number and operations5(3)(H)The student is expected to model additionand subtraction situations involvingfractions with objects, pictures, words,and numbers.6(2)(C) Number, operation, andquantitative reasoning. The student adds,subtracts, multiplies, and divides to solveproblems and justify solutions. Revised TEKS (2012)6(7)(A) Expressions, equations, andrelationships. The student appliesmathematical process standards to developconcepts of expressions and equations.The revised SE 6(7)(A) rephrases “simplify” as“generate equivalent numerical expressions.”This is a more accurate statement.The student is expected to generateequivalent numerical expressions usingorder of operations, including wholenumber exponents and primefactorization.The inclusion of whole number exponentsbrings content that was in grade 7 with thecurrent SE 7(2)(E) to grade 6 with the RevisedTEKS (2012). 2013 Texas Education Agency. All Rights Reserved 2013Introduction to the Revised Mathematics TEKS: Side-by-Side TEKS Comparison5
Grade 6 – MathematicsCurrent TEKS – Number, Operations, andQuantitative Reasoning Revised TEKS (2012)6(2)(A) Number and operations. The studentapplies mathematical process standards torepresent and use rational numbers in a varietyof forms.The student is expected to classify wholenumbers, integers, and rational numbersusing a visual representation such as aVenn diagram to describe relationshipsbetween sets of numbers.6(2)(E) Number and operations. The studentapplies mathematical process standards torepresent and use rational numbers in a varietyof forms.The student is expected to extendrepresentations for division to includefraction notation such as a/b representsthe same number as a b where b 0.6(3)(A) Number and operations. The studentapplies mathematical process standards torepresent addition, subtraction, multiplication,and division while solving problems andjustifying solutions.The student is expected to recognize thatdividing by a rational number andmultiplying by its reciprocal result inequivalent values.6(3)(B) Number and operations. The studentapplies mathematical process standards torepresent addition, subtraction, multiplication,and division while solving problems andjustifying solutions.The student is expected to determine,with and without computation, whether aquantity is increased or decreased whenmultiplied by a fraction, including valuesgreater than or less than one.6(3)(C) Number and operations. The studentapplies mathematical process standards torepresent addition, subtraction, multiplication,and division while solving problems andjustifying solutions.The student is expected to representinteger operations with concrete modelsand connect the actions with the modelsto standardized algorithms. 2013 Texas Education Agency. All Rights Reserved 2013Supporting InformationNotesA Venn diagram is an applicable visualrepresentation.In the current SE, students have seen fractionnotation with whole number values whenwriting expressions and equations. The revisedSE adds the understanding that one can dividethe numerator of a fraction by its denominatorto yield a decimal equivalent.This extends the notion that 4/4 1, 5/4 1 ¼or 1.25, 6/4 1 2/4 or 1.5, etc. to thinkingabout ¼ as 0.25 using the standard algorithmfor division to yield the same result asconverting ¼ into a fraction with a denominatorof 100.This understanding is implicit in the current SE7(2)(A). It is made explicit with this grade 6SE.This understanding is implicit in the current SE7(2)(A). It is made explicit with this grade 6SE.The inclusion
The materials are copyrighted (c) and trademarked (tm) as the property of the Texas Education Agency (TEA) and may not be rep roduced without the express written permission of TEA, except under the following conditions: Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials
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