Concepts tested in 6th Grade TAKS Math Assessment

TAKS Math Objective 1: Number, operation, and quantitative reasoning

• compare and order non-negative rational numbers
• generate equivalent forms of rational numbers including whole numbers, fractions, and decimals
• use integers to represent real-life situations
• write prime factorizations using exponents;
• identify factors of a positive integer, common factors, and the greatest common factor of a set of positive integers;
• identify multiples of a positive integer and common multiples and the least common multiple of a set of positive integers.
• model addition and subtraction situations involving fractions with objects, pictures, words, and numbers
• use addition and subtraction to solve problems involving fractions and decimals
• use multiplication and division of whole numbers to solve problems including situations involving equivalent ratios and rates
• estimate and round to approximate reasonable results and to solve problems where exact answers are not required
• use order of operations to simplify whole number expressions (without exponents) in problem solving situations

TAKS Math Objective 2: Patterns, relationships, and algebraic thinking

• use ratios to describe proportional situations
• represent ratios and percents with [concrete] models, fractions, and decimals
• use ratios to make predictions in proportional situations
• use tables and symbols to represent and describe proportional and other relationships such as those involving conversions, arithmetic sequences (with a constant rate of change), perimeter and area
• use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc.
• formulate equations from problem situations described by linear relationships

TAKS Math Objective 3: Geometry and Spatial Reasoning

• use angle measurements to classify angles as acute, obtuse, or right
• identify relationships involving angles in triangles and quadrilaterals
• describe the relationship between radius, diameter, and circumference of a circle
• locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers

TAKS Math Objective 4: Measurement

• estimate measurements (including circumference) and evaluate reasonableness of results
• select and use appropriate units, tools, or formulas to measure and to solve problems involving length (including perimeter), area, time, temperature, volume, and weight
• measure angles
• convert measures within the same measurement system (customary and metric) based on relationships between units

TAKS Math Objective 5: Probability and Statistics

• construct sample spaces using lists and tree diagrams
• find the probabilities of a simple event and its complement and describe the relationship between the two
• 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
• identify mean (using [concrete objects and] pictorial models), median, mode, and range of a set of data
• sketch circle graphs to display data
• solve problems by collecting, organizing, displaying, and interpreting data.

TAKS Math Objective 6: Underlying processes and mathematical tools

• identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics
• use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness
• 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
• communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models
• make conjectures from patterns or sets of examples and nonexamples
• validate his/her conclusions using mathematical properties and relationships

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