math, grade 6 - ecs learning systems, inc

Sample BookletGrade 6

Mathematics

Student Practice Book

Lori MammenEditorial Director

All New! Research-Based Series for TexasFor more than two decades, we have helped you achieve student success on Texas tests by providing the highest quality test-prep materials. With STAAR MASTER™, we continue our commitment to create research-based content that engages students and makes teaching easier.• Based on eligible TEKS and STAAR test blueprints • All new content with increased rigor • Emphasis on readiness standards • Assessment of process skills within context (mathematics, science, and social studies) • More open-ended (griddable) items (mathematics and science)

You know ECS from TAAS MASTER™ and TAKS MASTER®. Rest assured. The content in the STAAR MASTER™ series is 100% new

and developed according to the TEA test blueprints for STAAR™.

© ECS Learning Systems, Inc.

STAAR MASTER™ Sample Booklet

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3© ECS Learning Systems, Inc.


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CredibleSame ECS quality and rigor

• based on eligible TEKS and STAAR™ test blueprints

• practice items marked with complexity level (L, M, or H)

• questions labeled with “skill tags” • targeted practice in a variety of

contexts

AuthenticReflects key characteristics

of STAAR™

• increased rigor• emphasis on readiness standards• more open-ended (griddable) items

(mathematics and science)• assessment of process skills

within context (mathematics, science, and social studies)

FreshIncludes brand-new materials

• all new content • range of topics to interest students• clear and consistent page layout• complete answer keys for teachers

We make teaching easier!SM

ECS Learning Systems, Inc.P.O. Box 440 • Bulverde, TX 78163-0440

1.800.688.3224

You have used our TAAS and TAKS MASTER® books—now expect the same ECS quality and rigor with…

Reading • Mathematics • Writing • Social Studies • ScienceEnglish and Spanish versions

ecslearningsystems.com

All Content!New



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STAAR MASTER is a Trademark of ECS Learning Systems, Inc. STAAR is a Trademark of Texas Education Agency. STAAR MASTER andECS Learning Systems, Inc., are not affiliated with or sponsored by the Texas Education Agency or the State of Texas. Rev. 03/11 SMIFC

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Selected pages from

STAAR MASTER™

Student Practice BookMathematics, Grade 6

for the State of Texas Assessments of Academic Readiness

Teacher Guide


ISBN: 978-1-60539-737-5Copyright infringement is a violation of Federal Law.© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.Photocopying of graphic organizers by a classroom teacher at a non-profit school who has purchased this publication for his/her ownclass is permissible. Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutionsand tutoring centers, or for commercial sale is strictly prohibited. Printed in the United States of America. STAAR MASTER is a Trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.




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STAAR MASTER™ Student Practice Book, Teacher Guide—Mathematics, Grade 6

ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]

Table of ContentsWhat’s Inside the Student Practice Book? 3

Descriptions of STAAR MASTER™ Complexity Levels 5

How to Use This Book 6

Other Suggestions for Instruction 6

Mathematics Vocabulary 7

Graphic Organizers 8

Vocabulary Strategies 9

Using Math Manipulatives 10

Achieving Math Success 11

Instructional Strategies 12

Master Skills List 13

Answer Key 15

References 19



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3© ECS Learning Systems, Inc. ■ STAAR MASTER™ Math, Grade 6, Teacher Guide

The STAAR MASTER™ Student Practice Book providespractice and review material for the Grade 6Mathematics portion of the State of Texas Assessmentsof Academic Readiness (STAAR™).

• The practice items reflect the kinds of problemsstudents might encounter on the actual STAARassessment.

• The practice items cover a broad range of topicsand ideas of interest to sixth-grade students.

• The practice items focus on the 2009–2010STAAR-eligible Mathematics Texas EssentialKnowledge and Skills (Texas Education Agency,2010b) standards.

• Each exercise is labeled for easy identification ofthe TEKS-based reporting category, standard,and expectation addressed in the practice items.

• Several exercises address the same standard/expectation, providing repeatedpractice for students in a variety of contexts.

• Selected problems are “griddable items” (see Figure 2), which reflects the format used randomly throughout the actual STAAR assessment.

Items in the STAAR MASTER Student Practice Bookaddress the following mathematical concepts:

• Numbers, operations, and quantitative reasoning• Patterns, relationships, and algebraic reasoning• Geometry and spatial reasoning• Measurement• Probability and statistics• Underlying processes and mathematical tools

(not a separate reporting category)

Exercise Skills TagsEach exercise is labeled with a “skills tag” (see Figure 1,below) for easy identification of the TEKS-basedstandard and expectation addressed in the problems.

Griddable ItemsIn addition to multiple-choice items, STAARMathematics assessments will also use open-endedquestions known as “griddable items” (Texas EducationAgency, 2010d). This type of assessment questionallows students to reach the answer without theinfluence of given answer choices. The sixth-gradeSTAAR Mathematics assessment will likely includefour griddable items. The answer grid will have sevencolumns, with one column designated for a fixeddecimal point (see Figure 2, below). Correct answers are positive numbers that range from 0 to 9999.99. Toindicate their answer, students must appropriately enterthe number in the boxes and then fill in thecorresponding bubbles. Students will not grid the units(e.g., ft). It is acceptable to grid extra zeroes that do notaffect the value of the correct answer.

This Teacher Guide includes—

• an overview of the Student Practice Book andkey characteristics of the STAAR program

• descriptions of STAAR MASTER complexitylevels

• strategies for test preparation and mathematicsinstruction

• a master list of STAAR-eligible standards andexpectations addressed in the MathematicsTEKS

• a complete answer key (with correspondingcomplexity levels for the practice items)

What’s Inside the Student Practice Book?

Figure 2: Griddable Item for Sixth-Grade Mathematics

(6.11; 6.13)

3. One person uses an average of 60 gallons of water per day. Onaverage, how many gallons of waterwould you expect a family of 4 to usein one week?

Record your answer in the boxes.Then fill in the bubbles. Be sure touse the correct place value.

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6.1B: Generate equivalent forms of rational numbers (including whole numbers, fractions, and decimals) (Readiness Standard)

Reporting Category 1Numbers, Operations, and Quantitative Reasoning Exercise 4

Figure 1: Exercise Skills Tag

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4 © ECS Learning Systems, Inc. ■ STAAR MASTER™ Math, Grade 6, Teacher Guide

Readiness vs. Supporting StandardsThe eligible, or tested, TEKS are divided into“readiness standards” and “supporting standards,” withgreater emphasis on the former. Readiness standardsaddress broader, deeper ideas and are deemed morecritical for students to know. Supporting standardsaddress more narrowly defined ideas and will still beassessed, although not emphasized. The STAARMASTER™ Student Practice Book mirrors this balance of readiness and supporting standards to providemeaningful, authentic student practice for theSTAAR™ assessment.

Underlying Processes and Mathematical ToolsIn the STAAR program, underlying processes andmathematical tools are not tested in isolation under aseparate reporting category. These critical skills, whichwere once identified under TAKS Objective 6, are nowincorporated into at least 75% of the practice itemsfrom eligible TEKS and are reported along with thosecontent standards (Texas Education Agency, 2010c).Similarly, in the STAAR MASTER Student PracticeBook, students are asked to demonstrate processes andtools used in problem solving within the context ofpractice items for other standards. When one of theseskills is incorporated into a practice item, the standardand expectation are identified above the practice item(see Figure 3, below).

Increased RigorThe STAAR program is described as “significantlymore rigorous” (Texas Education Agency, 2010a) thanthe Texas Assessment of Knowledge and Skills (TAKS).But what does rigor mean in assessment? For theSTAAR program, it means the cognitive complexity ofitems will increase to assess skills at a greater depth.Also, the test will include more griddable items,allowing students to arrive at answers independentlythrough open-ended response. The STAAR MASTERStudent Practice Book provides items written at varyinglevels of complexity to accommodate this increase inrigor. (Refer to the “Depth of Knowledge” section onthis page and Box 1 on page 5 for more informationabout the levels of complexity in practice items.)

AlignmentAccording to the mandate of No Child Left Behind(2001), states are required to develop assessments thattightly align to their content standards. To ensure thatthis requirement is met, states and districts oftenconduct alignment studies. In such a study, anassessment is compared to the state’s content standards.If an assessment is rigorous, the study will not yieldlarge disparities between the cognitive demands of theexpectations and those of the assessment.

Depth of KnowledgeNorman Webb’s (2002) “depth of knowledge” model iscurrently one of the most influential alignment modelsin the field of education. “Depth of knowledge”describes the degree of complexity of knowledge acurricular item requires. Webb identifies four levels ofdepth of knowledge: recall (Level 1), skill or concept(Level 2), strategic thinking (Level 3), and extendedthinking (Level 4). Distinct cognitive demands occurduring each activity, or thinking process, level. Theitems in the STAAR MASTER Student Practice Bookwere aligned to the TEKS using a modified version ofthe “depth-of-knowledge” model (see Box 1,“Descriptions of STAAR MASTER™ ComplexityLevels,” page 5). During the alignment process, thecomplexity level of each item (designated “Low,”“Moderate,” or “High”) was determined. The level ofeach practice item can be found in the Answer Key.

Figure 3: Practice Item Testing Underlying Processes and Mathematical Tools

(6.13) Underlying processes and mathematical tools.The student uses logical reasoning to make conjecturesand verify conclusions.

(6.13)

3. The table below shows a set of relatednumbers.

Which equation best represents therelationship of the numbers in thetable?

A b = 3aB a = 3b + 1C b = 3a + 1D a = b + 11

a 5 10 15 20 25

b 16 31 46 61 76



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Descriptions of STAAR MASTER™Complexity Levels

The following descriptions provide an overview of thethree complexity levels used to align the STAARMASTER ™ Student Practice Book items to the eligibleMathematics TEKS. Each explanation details the kinds ofactivities that occur within each level. However, they donot represent all of the possible thought processes for each level.

Low Complexity (L)Low-complexity items align with the TEKS at Level 1 ofthe Webb (2002) model. Items of low complexity involverecall and reproduction. Activities and problems at thislevel require routine, single-step methods. An item mayask students to recognize or restate a fact, definition, orterm. For example, students may need to identifyattributes of a geometric figure. Items of this complexitymay require students to follow a basic procedure withclearly defined steps. At this cognitive level, students mayneed to apply a formula or perform a simple algorithm.Some major concepts represented at this level includearithmetic facts, perimeter, and converting units ofmeasure. A low-complexity item may ask students toidentify, recognize, use, or measure information andconcepts.

Moderate Complexity (M)Moderate-complexity items align with the TEKS at Level 2 of the Webb model. Items of moderate complexityinvolve both comprehension and the subsequentprocessing of information. Activities at this level demandmore than one step in the reasoning process. Students areasked to determine how to best solve the problem. Anitem may ask students to generate a table of pairednumbers based on a real-life situation. Items may involveusing a model to solve a problem. At this cognitive level,students will need to visualize for tasks such as extendingpatterns and determining nonexamples. Items may involveinterpreting information from a simple graph, table, ordiagram. Some major concepts represented at this levelinclude classifying geometric figures, determiningprobability, and using strategies to estimate. Items of this

complexity may ask students to classify, organize, observe,collect and display data, or compare data. Some items alsorequire students to apply low-complexity skills andconcepts.

High Complexity (H)High-complexity items align with the TEKS at Level 3and/or Level 4 of the Webb model*. Items of highcomplexity require students to use strategic, multi-stepthinking; develop a deeper understanding of theinformation; and extend thinking. The problems at thislevel are non-routine and more abstract. Students areasked to demonstrate more flexible thinking, apply priorknowledge, make and test conjectures, and support theirresponses. High-complexity items may require students tomake generalizations from patterns. Items may involveinterpreting information from a complex graph, table, ordiagram. At this cognitive level, students will need tojustify the reasonableness of a solution process when morethan one solution exists. Students will use concepts tosolve and explain problems, such as how changes indimensions affect the volume of a figure. A highcomplexity item may ask students to plan, reason, explain,compare, differentiate, draw conclusions, cite evidence,analyze, synthesize, apply, or prove. Some items alsorequire students to apply low- and/or moderate-complexity skills and concepts.

*Note: Although state standards may include expectationsthat require extended thinking, many large-scale assessmentactivities are not classified as Level 4. Performance and open-ended assessment may require activities at Level 4.

Box 1: Descriptions of STAAR MASTER™ Complexity Levels

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1. At the county fair, Claudia saw a gamespinner that awarded prizes.

What is the probability that Claudiawill NOT get a large prize if she spinsone time?

A 1—4 C 5—8

B 1—8 D 7—8

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(6.11)

3. Izzy has a circular rug that coversabout 28 square feet of her bedroomfloor. What is the approximatediameter of the rug?

A 3 ftB 6 ftC 8 ftD 14 ft

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1. A designer drew the floor plan of aroom on a grid as shown below.

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6 © ECS Learning Systems, Inc. ■ STAAR MASTER™ Math, Grade 6, Teacher Guide

How to Use This Book

Effective Test PreparationWhat is the most effective way to prepare students forany mathematics competency test? Experiencededucators know that the best test preparation includesthree critical components—

• a strong curriculum that is aligned with thecontent and skills to be assessed

• effective, relevant, and varied instructionalmethods that allow students to learn contentand skills in many different ways

• targeted practice that familiarizes students withthe specific content and format of the test

Obviously, a strong curriculum and effective, relevant,and varied instructional methods provide thefoundation for all appropriate test preparation.Contrary to what some might believe, merely “teachingthe test” performs a great disservice to students.Students must acquire knowledge, practice skills, andhave specific educational experiences that can never beincluded on tests limited by time and in scope. For thisreason, resources like the STAAR MASTER™ StudentPractice Book should never become the heart of thecurriculum or replace strong instructional methods.

Targeted PracticeThe STAAR MASTER Student Practice Book does,however, address the final element of effective testpreparation (targeted test practice). This bookfamiliarizes students with—

• the specific content of Texas’ competency test• the general format of competency tests

When students become familiar with both the contentand the format of a test, they know what to expect onthe actual test. This, in turn, improves their chances for success.

Using STAAR MASTER™ ProductsUsed as part of the regular curriculum, the STAARMASTER Student Practice Book allows teachers to—

• pretest skills students need for the actual test• determine students’ areas of strength and/or

weakness• provide meaningful test-taking practice for

students• ease students’ test anxiety• communicate test expectations and content to

parents

Other Suggestions for Instruction

The STAAR MASTER Student Practice Book can serveas a springboard for other effective instructionalactivities that help with test preparation.

Group WorkTeachers and students can work through selectedpractice exercises together, noting the kinds ofproblems and range of problem-solving techniques.They should discuss common errors for each kind ofquestion and strategies for avoiding these errors.

Formulating AnswersTeachers may encourage students to use scratch work to formulate their own answers on paper rather thansimply using mental math or guessing based on thegiven answer choices. After solving a problem on theirown, students can read the given answer choices anddetermine which one, if any, matches the answer theyhave recorded. If they cannot find their solution amongthe given answer choices, they can refer to their scratchwork and determine their error.

Developing Test ProblemsTeachers may create additional problems that coverskills in a different way than those provided in theexercises. Teachers and students can also select “test-type” problems from other assigned math exercises.

Developing Fundamental UnderstandingTeachers can promote the recognition of mathematicsin everyday life by developing problems relevant tostudents’ daily experiences in the classroom and athome. Working through problems that relate directlyto students’ experiences fosters understanding ofunderlying processes and mathematical tools.



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Reporting Category 1Exercise 1 1. C (M) 2. C (M) 3. C (M) 4. B (M)

5. A (M)

Exercise 2 1. B (M) 2. C (M) 3. D (M) 4. D (M)

5. B (M)

Exercise 3 1. C (L) 2. C (L) 3. B (L) 4. C (M)

5. C (L) 6. D (L)

Exercise 4 1. C (L) 2. A (L) 3. C (L) 4. A (L)

5. D (L)

Exercise 15 1. C (M) 2. A (M) 3. B (L)

Exercise 16 1. A (M) 2. A (M) 3. D (M) 4. D (M)

Exercise 17 1. 442.53 (L) 2. C (M) 3. C (L)

Exercise 18 1. D (M) 2. D (M) 3. 16.98 (M) 4. A (M)

Exercise 19 1. B (M) 2. D (M) 3. D (M) 4. A (M)

Exercise 20 1. C (L) 2. C (M) 3. B (M) 4. A (M)

Exercise 21

Answer Key

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Selected pages from

STAAR MASTER™

Student Practice BookMathematics, Grade 6

for the State of Texas Assessments of Academic Readiness


ISBN: 978-1-60539-723-8Copyright infringement is a violation of Federal Law.© 2011 by ECS Learning Systems, Inc., Bulverde, Texas. All rights reserved. No part of this publication may be reproduced,translated, stored in a retrieval system, or transmitted in any way or by any means (electronic, mechanical, photocopying, recording,or otherwise) without prior written permission from ECS Learning Systems, Inc.

Reproduction of any part of this publication for an entire school or for a school system, by for-profit institutions and tutoring centers,or for commercial sale is strictly prohibited.

Printed in the United States of America. STAAR MASTER is a Trademark of ECS Learning Systems, Inc.

Disclaimer StatementECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment whenselecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity ofyour students. The responsibility to adhere to safety standards and best professional practices is the duty of the teachers, students,and/or others who use the content of this publication. ECS Learning Systems is not responsible for any damage, to property orperson, that results from the performance of the activities in this publication.STAAR is a Trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliated with orsponsored by the Texas Education Agency or the State of Texas.



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STAAR MASTER™ Student Practice Book—Mathematics, Grade 6

Table of ContentsMathematics Chart .........................................................................4

Reporting Category 1 .....................................................................5

Numbers, Operations, and Quantitative Reasoning

Reporting Category 2 ...................................................................47

Patterns, Relationships, and Algebraic Reasoning


Geometry and Spatial Reasoning


Measurement

Reporting Category 5 .................................................................118

Probability and Statistics

ECS Learning Systems, Inc.P. O. Box 440

Bulverde, TX 78163-0440ecslearningsystems.com

1.800.688.3224 (t)1.877.688.3226 (f )

[email protected]



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(6.11; 6.12)

1. Karina wrote an expression for hermath homework. She remembered thenumbers but forgot the math symbolsthat she used.

6 2 3 5

If the value of her expression was 18,which expression shows the symbolsshe should have written?

A (6 ÷ 2)3 + 5B 6 + 2 x 3 + 5C 6 – (2 x 3) + 5D (6 ÷ 2) + (3 x 5)

2. What is the value of the expressionbelow?

(21 – 3) ÷ 2 + 7

A 19B 16 C 5D 2

(6.11; 6.12)

3. A number cube is rolled three timeswith the results of 1, 5, and 4. Usingthe numbers rolled, which expressionhas a value of 1?

A 4(5 – 1)B (5 – 4)1 C 1 + 4 x 5D (5 + 1) – 4

(6.11; 6.12)

4. Of the 78 watermelons Mr. Davis tookto sell at the farmers’ market, he had to throw away 5 because they wererotten. During the day at the market,he sold 42 large watermelons and 21 small watermelons. He planned todivide the remaining melons betweenhis brother and his sister. Whichequation shows how many melons hissister will get?

A 78 – 42 – 21 – (5 ÷ 2) = ■B (78 ÷ 2) – (5 + 42 + 21) = ■C (78 – 5) – (42 + 21) ÷ 2 = ■D (78 – 5) – (42 + 21) – 2 = ■

(6.11; 6.12)

5. Claudia is making party bags for her friends. She needs 3 pencils and 3 erasers for each bag. She also needs 4 stickers and 4 lollipops for each bag.Which of the following expressionscould Claudia use to find the totalnumber of items she will need for all 8 friends coming to her party?

A 8(3 + 3 + 4 + 4) B 8 x 3 + 3 + 4 + 4 C 8(3 + 3) + (4 + 4) D 8 + (3 + 3) + (4 + 4)

6.2E: Use order of operations to simplify whole number expressions (without exponents) in problem-solving situations(Readiness Standard)

Reporting Category 1Numbers, Operations, and Quantitative Reasoning Exercise 30

© ECS Learning Systems, Inc. STAAR MASTER™ Student Practice Book—Math, Grade 6

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(6.13)

1. Look at the pattern below.

5 7 14 16 32 y z

Which equations could you use to findthe next two numbers, y and z, in thepattern?

A 32 x 2 = y; y x 2 = zB 32 – 2 = y; y x 2 = zC 32 + 2 = y; y x 2 = zD 32 x 2 = y; y + 2 = z

(6.13)

2. The table below shows the relationshipof length, l, to width, w, for severalrectangles.

Which equation best represents therelationship of the length to the widthin the rectangles represented in thetable?

A w = lB l = 3wC w = 3lD l = w – 8

(6.13)

3. The table below shows a set of relatednumbers.

Which equation best represents therelationship of the numbers in thetable?

A b = 3aB a = 3b + 1C b = 3a + 1D a = b + 11

(6.13)

4. Which set of numbers matches theequation below?

2a – 3 = b

A

B

C

D

6.4A: Use tables and symbols to represent and describe proportional and other relationships, such as those involvingconversions, arithmetic sequences (with a constant rate of change), perimeter, and area (Readiness Standard)

Reporting Category 2Patterns, Relationships, and Algebraic Reasoning Exercise 14

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© ECS Learning Systems, Inc. 50 STAAR MASTER™ Student Practice Book—Math, Grade 6

Length (l) 4 6 8 10 12

Width (w) 12 18 24 30 36

a 5 10 15 20 25

b 16 31 46 61 76

a 2 3 4 5 6

b 7 9 11 13 15

a 2 3 4 5 6

b 1 3 5 7 9

a 2 3 4 5 6

b 4 6 8 10 12

a 2 3 4 5 6

b 12 18 24 30 36



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(6.11; 6.12)

1. A quarter has a circumference of 8 centimeters.

Which expression can be used to findthe radius of the quarter?

A π ÷ 8B 8 ÷ πC 2π ÷ 8D 8 ÷ (2π)

(6.11; 6.12)

2. Andrew baked the pizza shown below.

If Andrew knows the circumference of his pizza, how can he calculate its diameter?

A Divide the circumference by π.B Multiply the circumference by π.C Divide the circumference by π, and multiply by 2.

D Multiply the circumference by π, and divide by 2.

(6.11; 6.12)

3. Some kitchen plates have acircumference of 22 inches.

Which expression can be used to findthe diameter of these plates?

A π ÷ 22B 22 ÷ πC 2π ÷ 22D 22 ÷ (2π)

4. Look at the drawing below.

If the 2 circles share a common centerpoint, which of the followingexpressions could be used to find theapproximate circumference of theouter circle?

A 2π(4)B 2π(10)C π(4 + 10)D 2π(4 + 10)

6.6C: Describe the relationship between radius, diameter, and circumference of a circle (Readiness Standard)

Reporting Category 3Geometry and Spatial Reasoning Exercise 15

8 cm 22 in.

4 in.

10

in

.


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(6.11)

1. A scale drawing of a landscape paintingis shown below. Use a ruler to measurethe dimensions of the drawing to thenearest inch.

Which of the following is closest to theperimeter of the actual painting?

A 10 ft C 25 ft B 20 ft D 30 ft

(6.11)

2. Tabitha created a rectangular flowergarden with a circular water fountainin the center. The dimensions of thegarden and fountain are shown below.

About how much space will Tabithahave in her garden for planting flowers?

A 67 ft2 C 80 ft2

B 78 ft2 D 160 ft2

(6.11)

3. Mrs. Bowers challenged her math classto use the shapes shown below tocreate a house using one rectangle andone triangle. The house should have atotal area of exactly 16 square inches.

Which of the following choices willwork?

A Triangle X with Rectangle RB Triangle W with Rectangle TC Triangle X with Rectangle TD Triangle Y with Rectangle S

4. What is the volume of a box that is 4 inches long, 3 inches wide, and 6 inches high?

A 13 in.3

B 26 in.3

C 39 in.3

D 72 in.3

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 (Readiness Standard)

Reporting Category 4Measurement Exercise 8

2 ft

8 ft

10 ft

Scale:1 inch = 2.5 feet

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© ECS Learning Systems, Inc. 100 STAAR MASTER™ Student Practice Book—Math, Grade 6

W X Y

R S T

Scale:

= 1 in.



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(6.11; 6.12)

1. The Stony Point Park Visitor Centerdisplays information on the averagetemperatures in the park.

What is the range of the averagetemperatures recorded on the graph?

A 45˚F C 60˚FB 50˚F D 80˚F

(6.11; 6.12)

2. Ann owns a pet store. She asked eachof her customers how many pets theyhave at home. The results are shown inthe table below.

What is the median number of petsowned by Ann’s customers?

A 2B 4C 5D 12

(6.11; 6.12)

3. The Corner Bookstore keeps track of the number of books it sells eachmonth. The results are shown on thegraph below.

What was the range in the number ofbooks sold monthly?

Record your answer in the boxes.Then fill in the bubbles. Be sure touse the correct place value.

80

70

60

50

40

30

20

10

0

Stony Point Park Temperatures

J F M A M J J A S O N D

Tem

pera

ture

(in

˚F)

Month

Month

6.10B: Identify mean (using [concrete objects and] pictorial models), median, mode, and range of a set of data(Supporting Standard)

Reporting Category 5Probability and Statistics Exercise 17

Number of PetsNumber of Customers

1 5

2 12

3 4

4 2

5 2

Customers’ Pets

500

450

400

350

300

250

200

150

100

50

0

Total Monthly Book Sales

J F M A M J J A S O N D

Nu

mb

er

of

Bo

oks

So

ld


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When? Why? Gr. 1–3BH1469 Getting the Sequence Gr. 1–3BH1477 Main Idea and Details Gr. 1–3BH1493 Fact and Opinion Gr. 1–3BH1485 Drawing Conclusions and Inferences Gr. 1–3BH140X The 5 W’s & H Gr. 4–5BH1418 Getting the Sequence Gr. 4–5BH1426 Main Idea & Details Gr. 4–5BH1442 Fact & Opinion Gr. 4–5BH1434 Drawing Conclusions & Inferences Gr. 4–5

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math, grade 6 - ecs learning systems, inc

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