Amarillo ISD- _Grade _6_ Standards
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Amarillo ISD— __Grade _6_ Standards
Amarillo Independent School District follows the Texas Essential Knowledge and Skills (TEKS). All of AISD curriculum and documents and resources are
aligned to the TEKS.
The State of Texas State Board of Education has defined the focal points for Grade 6 mathematics in the third paragraph of the introduction to the Texas
Essential Knowledge and Skills.
The primary focal areas in Grade 6 are number and operations; proportionality; expressions, equations, and relationships; and measurement and data.
Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex
situations. Students use concepts of proportionality to explore, develop, and communicate mathematical relationships. Students use algebraic thinking to
describe how a change in one quantity in a relationship results in a change in the other. Students connect verbal, numeric, graphic, and symbolic
representations of relationships, including equations and inequalities. Students use geometric properties and relationships, as well as spatial reasoning, to
model and analyze situations and solve problems. Students communicate information about geometric figures or situations by quantifying attributes,
generalize procedures from measurement experiences, and use the procedures to solve problems. Students use appropriate statistics, representations of
data, and reasoning to draw conclusions, evaluate arguments, and make recommendations. While the use of all types of technology is important, the
emphasis on algebra readiness skills necessitates the implementation of graphing technology.
Unit 1— Numeracy – Integers
Unit 2 – Numeracy – Rational Numbers
Unit 3 – Rational Number Operation
Unit 4a – Algebraic Reasoning
Unit 4b – Algebraic Reasoning
Unit 5 – Ratios, Rates, Proportions
Unit 6 – Geometry and Measurement
Unit 7 – Data Analysis
Unit 8 – Personal Financial Literacy
Unit 9 -- Preparation for 7th Grade
2020-2021 Amarillo ISD Math Curriculum
Page 1 of 8Amarillo ISD— __Grade _6_ Standards
First Semester
Unit 1 – Numeracy – Integers 4 Weeks (Sept 1-Sept 25)
Integer Introduction
Coordinate Plane – Integers
Integer Operations
MA.6.02 Number and operations. The student (B) identify a number, its opposite, and its absolute value;
applies mathematical process standards to (C) locate, compare, and order integers and rational numbers using a number line;
represent and use rational numbers in a variety of
forms. The student is expected to:
MA.6.03 Number and operations. The student (C) represent integer operations with concrete models and connect the actions with the models to
applies mathematical process standards to standardized algorithms;
represent addition, subtraction, multiplication, (D) add, subtract, multiply, and divide integers fluently; and
and division while solving problems and justifying
solutions. The student is expected to:
MA.6.11 Measurement and data. The student (A) graph points in all four quadrants using ordered pairs of rational numbers.
applies mathematical process standards to use
coordinate geometry to identify locations on a
plane. The student is expected to:
Unit 2 –Numeracy – Rational Numbers 3 Weeks (Sept 28-Oct 16)
Classifying Rational Numbers
Equivalent Forms of Fractions, Decimals, Percent
Compare and Order Rational Numbers
Coordinate Plane – Rational Numbers
MA.6.02 Number and operations. The student (A) classify whole numbers, integers, and rational numbers using a visual representation such as a
applies mathematical process standards to Venn diagram to describe relationships between sets of numbers;
represent and use rational numbers in a variety of (C) locate, compare, and order integers and rational numbers using a number line;
forms. The student is expected to: (D) order a set of rational numbers arising from mathematical and real-world contexts; and
(E) extend representations for division to include fraction notation such as a/b represents the same
number as a ÷ b where b ≠ 0.
MA.6.04 Proportionality. The student applies (E) represent ratios and percents with concrete models, fractions, and decimals;
mathematical process standards to develop an (F) 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;
2020-2021 Amarillo ISD Math Curriculum
Page 2 of 8Amarillo ISD— __Grade _6_ Standards
understanding of proportional relationships in (G) generate equivalent forms of fractions, decimals, and percents using real-world problems,
problem situations. The student is expected to: including problems that involve money; and
MA.6.5 Proportionality. The student applies (C) use equivalent fractions, decimals, and percents to show equal parts of the same whole.
mathematical process standards to solve problems
involving proportional relationships. The student is
expected to:
MA.6.11 Measurement and data. The student (A) graph points in all four quadrants using ordered pairs of rational numbers.
applies mathematical process standards to use
coordinate geometry to identify locations on a
plane. The student is expected to
Unit 3 – Rational Number Operations 4 Weeks (Oct 19-Nov 13)
Decimal Operations
Fraction Operations
Equivalent Expressions Using Order of Operations
MA.6.03 Number and operations. The student (A) recognize that dividing by a rational number and multiplying by its reciprocal result in
applies mathematical process standards to equivalent values;
represent addition, subtraction, multiplication, (B) determine, with and without computation, whether a quantity is increased or decreased when
and division while solving problems and justifying multiplied by a fraction, including values greater than or less than one;
solutions. The student is expected to: (E) multiply and divide positive rational numbers fluently.
MA.6.07 Expressions, equations, and (A) generate equivalent numerical expressions using order of operations, including whole number
relationships. The student applies mathematical exponents and prime factorization;
process standards to develop concepts of
expressions and equations. The student is
expected to:
Unit 4a – (Fall Semester) Algebraic Reasoning 6 Weeks (Nov 16-Dec 18 & Jan 4-Jan 15)
Multiple Representations
Equivalent Expressions Using Properties
Equations
MA.6.04 Proportionality. The student applies (A) compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y
mathematical process standards to develop an = x + a in order to differentiate between additive and multiplicative relationships;
understanding of proportional relationships in
problem situations. The student is expected to:
MA.6.06 Expressions, equations, and (A) identify independent and dependent quantities from tables and graphs;
relationships. The student applies mathematical (B) write an equation that represents the relationship between independent and dependent
process standards to use multiple representations quantities from a table; and
2020-2021 Amarillo ISD Math Curriculum
Page 3 of 8Amarillo ISD— __Grade _6_ Standards
to describe algebraic relationships. The student is (C) represent a given situation using verbal descriptions, tables, graphs, and equations in the form y
expected to: = kx or y = x + b.
MA.6.07 Expressions, equations, and (B) distinguish between expressions and equations verbally, numerically, and algebraically;
relationships. The student applies mathematical (C) determine if two expressions are equivalent using concrete models, pictorial models, and
process standards to develop concepts of algebraic representations; and
expressions and equations. The student is (D) generate equivalent expressions using the properties of operations: inverse, identity,
expected to: commutative, associative, and distributive properties.
MA.6.09 Expressions, equations, and (A) write one-variable, one-step equations and inequalities to represent constraints or conditions
relationships. The student applies mathematical within problems;
process standards to use equations and (B) represent solutions for one-variable, one-step equations and inequalities on number lines; and
inequalities to represent situations. The student is (C) write corresponding real-world problems given one-variable, one-step equations or inequalities.
expected to:
MA.6.10 Expressions, equations, and (A) model and solve one-variable, one-step equations and inequalities that represent problems,
relationships. The student applies mathematical including geometric concepts; and
process standards to use equations and (B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.
inequalities to solve problems. The student is
expected to:
Second Semester
Unit 4b – Algebraic Reasoning 2 Weeks (Jan 4-Jan 15)
Equations (continued from December)
Inequalities
MA.6.09 Expressions, equations, and (A) write one-variable, one-step equations and inequalities to represent constraints or conditions
relationships. The student applies mathematical within problems;
process standards to use equations and (B) represent solutions for one-variable, one-step equations and inequalities on number lines; and
inequalities to represent situations. The student is (C) write corresponding real-world problems given one-variable, one-step equations or inequalities.
expected to:
MA.6.10 Expressions, equations, and (A) model and solve one-variable, one-step equations and inequalities that represent problems,
relationships. The student applies mathematical including geometric concepts; and
process standards to use equations and (B) determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.
inequalities to solve problems. The student is
expected to:
Unit 5 – Ratios, Rates, Proportions 5 Weeks (Jan 18-Feb 19)
Solving Problems Using Ratios, Rates, and Proportions
Measurement Conversion
2020-2021 Amarillo ISD Math Curriculum
Page 4 of 8Amarillo ISD— __Grade _6_ Standards
Problem Solving with Percents
MA.6.04 Proportionality. The student applies (B) apply qualitative and quantitative reasoning to solve prediction and comparison of real-world
mathematical process standards to develop an problems involving ratios and rates;
understanding of proportional relationships in (C) give examples of ratios as multiplicative comparisons of two quantities describing the same
problem situations. The student is expected to: attribute;
(D) give examples of rates as the comparison by division of two quantities having different
attributes, including rates as quotients;
(E) represent ratios and percents with concrete models, fractions, and decimals;
(F) 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;
(G) generate equivalent forms of fractions, decimals, and percents using real-world problems,
including problems that involve money; and
(H) convert units within a measurement system, including the use of proportions and unit rates.
MA.6.5 Proportionality. The student applies (A) represent mathematical and real-world problems involving ratios and rates using scale factors,
mathematical process standards to solve problems tables, graphs, and proportions;
involving proportional relationships. The student is (B) solve real-world problems to find the whole given a part and the percent, to find the part given
expected to: 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
(C) use equivalent fractions, decimals, and percents to show equal parts of the same whole
Unit 6 – Geometry and Measurement 4 weeks (Feb 22-Mar 26)
Triangle relationships
Finding Area and Volume
MA.6.04 Proportionality. The student applies (H) convert units within a measurement system, including the use of proportions and unit rates.
mathematical process standards to develop an
understanding of proportional relationships in
problem situations. The student is expected to:
MA.6.08 Expressions, equations, and (A) extend previous knowledge of triangles and their properties to include the sum of angles of a
relationships. The student applies mathematical triangle, the relationship between the lengths of sides and measures of angles in a triangle, and
process standards to use geometry to represent determining when three lengths form a triangle;
relationships and solve problems. The student is (B) model area formulas for parallelograms, trapezoids, and triangles by decomposing and
expected to: 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
2020-2021 Amarillo ISD Math Curriculum
Page 5 of 8Amarillo ISD— __Grade _6_ Standards
(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.
MA.6.10 Expressions, equations, and (A) model and solve one-variable, one-step equations and inequalities that represent problems,
relationships. The student applies mathematical including geometric concepts; and
process standards to use equations and
inequalities to solve problems. The student is
expected to:
Unit 7– Data Analysis 3 Weeks (Mar 29-Apr 16)
Represent and Interpret Numeric Data
Summarize Numeric Data
Summarize Categorical Data
MA.6.12 Measurement and data. The student (A) represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and
applies mathematical process standards to use box plots;
numerical or graphical representations to analyze (B) use the graphical representation of numeric data to describe the center, spread, and shape of
problems. The student is expected to: 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.
MA.6.13 Measurement and data. The student (A) interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots;
applies mathematical process standards to use and
numerical or graphical representations to solve (B) distinguish between situations that yield data with and without variability.
problems. The student is expected to:
Unit 8– Personal Financial Literacy 1 Week (Apr 19-Apr 23)
Managing Bank Accounts
Credit Reports and Credit History
Annual Salaries and Paying for College
MA.6.14 Personal financial literacy. The student (A) compare the features and costs of a checking account and a debit card offered by different
applies mathematical process standards to local financial institutions;
develop an economic way of thinking and problem (B) distinguish between debit cards and credit cards;
solving useful in one's life as a knowledgeable (C) balance a check register that includes deposits, withdrawals, and transfers;
2020-2021 Amarillo ISD Math Curriculum
Page 6 of 8Amarillo ISD— __Grade _6_ Standards
consumer and investor. The student is expected (D) explain why it is important to establish a positive credit history;
to: (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.
STAAR Review (2 weeks) --- Apr 26-May 10
6th STAAR Math Test --- May 11, 2021
Unit 9 – Preparation for 7th Grade 2 Weeks (May 13-May 28)
MA.7.3 Number and operations. The student (B) apply and extend previous understandings of operations to solve problems using addition,
applies mathematical process standards to add, subtraction, multiplication, and division of rational numbers.
subtract, multiply, and divide while solving
problems and justifying solutions. The student is
expected to:
MA.7.7 Expressions, equations, and (A) represent linear relationships using verbal descriptions, tables, graphs, and equations that
relationships. The student applies mathematical simplify to the form y = mx + b.
process standards to represent linear relationships
using multiple representations. The student is
expected to
MA.7.9 Expressions, equations, and (D) solve problems involving the lateral and total surface area of a rectangular prism, rectangular
relationships. The student applies mathematical pyramid, triangular prism, and triangular pyramid by determining the area of the shape's net.
process standards to solve geometric problems.
The student is expected to:
MA.7.13 Personal financial literacy. The (E) calculate and compare simple interest and compound interest earnings;
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:
2020-2021 Amarillo ISD Math Curriculum
Page 7 of 8Amarillo ISD— __Grade _6_ Standards
To ensure that every student has an opportunity to learn, understand and demonstrate the Texas Essential Knowledge and Skills. Amarillo Independent
has adopted the following protocols for teachers, curriculum and others to use in reference to Curriculum, Instruction and Assessment.
Curriculum
1) Prioritize essential learning based on AISD written curriculum and adhere to the scope and sequence.
2) Develop deep understandings of the AISD written curriculum with an emphasis on the essential learning outcomes.
3) Create relevant learning environments in every classroom using the AISD written curriculum.
4) Analyze vertical and horizontal alignment to ensure grade level curriculum is being taught.
Instruction
1) Common lessons are developed based on strategically selected grade level TEKS and include learning opportunities for students that:
are at the expected level of thinking and rigor
utilize research based instructional strategies
are actively engaging
have real world applications
2) Collaboratively align instruction to assessment.
3) Individual student instructional needs are considered and addressed in the lessons.
4) Strategic re-teaching when students do not understand.
5) Common lessons are analyzed and strengthened through a continuous improvement process such as the Professional Teaching Model, Lesson
Study or other method for collaborative study and sharing.
Assessment
1) Collaboratively align all assessment to the AISD written curriculum and reflect appropriate rigor.
2) Collaboratively engage in purposeful dialogue about assessment tied to clearly defined essential learning outcomes.
3) Continuously improve and adjust instruction based on common assessment results and student work.
4) Provide feedback to the annual curriculum feedback and revision process.
2020-2021 Amarillo ISD Math Curriculum
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