Sample Booklet - ECS Learning Systems · Sample Booklet Grade 6 ... Revised for the Most Recent...

Sample BookletGrade 6

Student Practice Book

Lori MammenEditorial Director

A 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.

The TEKS for mathematics have undergone significant changes, and we have revised ourSTAAR MASTER® Student Practice Books for Math accordingly. The most prominentchanges include:• Reorganization of mathematics strands• An all-new strand addressing “Personal Financial Literacy”• An increased depth of understanding as to why and how mathematics processes work

Revised for the Most Recent TEKS

Mathematics(Revised TEKS)

© ECS Learning Systems, Inc.

STAAR MASTER® Sample Booklet

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Mathematics

Newly Revised Math!

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Revised for the 2014–2015 eligible TEKSGrades 3–8

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Available Fall 2014—FREE Teacher Guide (a $15.00 value) included with each pack. One free Teacher Guide included for every 30copies of books when you order 30+ copies. Please note: All pre-publication orders will be shipped as products are released. Availabilityand delivery dates cannot be guaranteed. Each shipment will be invoiced separately unless you request one invoice. We accept schoolP.O., .

The most prominent changes include:• Reorganization of mathematics strands• An all-new strand addressing “Personal Financial Literacy”• An increased depth of understanding as to why and how mathematics processes work

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The TEKS for mathematics have undergone significant changes, and we have revised our STAAR MASTER® Student Practice Books for Math accordingly.

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STAAR MASTER® Sample BookletThis page m

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Student Practice Book

Revised for the Most Recent TEKS

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ECS99041

We make teaching easier!SM

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

1.800.688.3224

Revised for the Most Recent TEKS Revised for the Most Recent TEKS

Reading • Mathematics • Writing • Social Studies • Science • Algebra IEnglish and Spanish versions

ecslearningsystems.com

CredibleSame ECS quality

• based on most recent eligible TEKS and STAAR® test blueprints

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

• questions labeled with “skill tags”

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 challenging,

original content • targeted practice in a variety of contexts

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

5



Selected pages from

STAAR MASTER®

Student Practice BookMathematics, Grade 6

for the State of Texas Assessments of Academic Readiness

Teacher Guide


ISBN: 978-1-60539-931-7Copyright infringement is a violation of Federal Law.© 2014 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 registered 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 registered trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliatedwith or sponsored by the Texas Education Agency or the State of Texas.




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

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This page may not be reproduced.

3© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide

The STAAR MASTER® Student Practice Book providespractice and review material for the Mathematicsportion of the State of Texas Assessments of AcademicReadiness (STAAR®).

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

• The practice items cover a broad range of grade-appropriate topics and ideas.

• The practice items focus on the 2014–2015 STAAR-eligible Mathematics Texas EssentialKnowledge and Skills (Texas Education Agency,2014) 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 samestandard/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:

• Numerical Representations and Relationships• Computations and Algebraic Relationships• Geometry and Measurement• Data Analysis and Personal Financial Literacy• Mathematical Process Standards (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-basedreporting category, standard, and expectation addressedin the problems.

Griddable ItemsIn addition to multiple-choice items, STAARMathematics assessments will also use open-endedquestions known as “griddable items.” This type ofassessment question allows students to reach the answerwithout the influence of given answer choices. AllSTAAR Mathematics assessments will includegriddable items. The Grade 6 answer grid will haveeight columns, with one column designated for apositive or negative sign and one column designated fora fixed decimal point (see Figure 2, below). Correctanswers are positive or negative numbers that rangefrom -9,999.99 to 9,999.99. To indicate their answer,students must appropriately enter the number in theboxes and then fill in the corresponding bubbles.Students will not grid the units (e.g., ft). It isacceptable to grid a zero that does not affect the valueof the correct answer. Students must enter a negativesign for a negative number. If the student does notmark a sign, the answer is assumed to be positive.

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?

6.2D: Order a set of rational numbers arising from mathematical and real-world contexts (Readiness Standard)

Reporting Category 1Numerical Representations and Relationships Exercise 8

Figure 1: Exercise Skills Tag

Reporting Category

Figure 2: Griddable Item for Sixth-Grade Mathematics

(6.1A; 6.1F)

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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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 ofreadiness and supporting standards to providemeaningful, authentic student practice for the STAAR®assessment.

Mathematical Process StandardsIn the STAAR program, mathematical processstandards are not tested in isolation under a separatereporting category. These critical skills are nowincorporated into the items from eligible TEKS and arereported along with those content standards. Similarly,in the STAAR MASTER Student Practice Book, studentsare asked to demonstrate processes and tools used inproblem solving within the context of practice itemsfor other standards. When one of these skills isincorporated into a practice item, the standard andexpectation are identified above the practice item (see Figure 3, below).

RigorWhat does rigor mean in assessment? For the STAARprogram, it means the cognitive complexity of itemsassesses skills at a greater depth. Also, the test includesmore griddable items, allowing students to arrive atanswers independently through open-ended response.The STAAR MASTER Student Practice Book providesitems written at varying levels of complexity toaccommodate the test’s rigor. (Refer to the “Depth ofKnowledge” section on this page and Box 1 on page 5for more information about the levels of complexity inpractice 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 (2002a) “depth-of-knowledge” modelis currently one of the most influential alignmentmodels in 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 MathematicalProcess Skills

(6.1E; 6.1F)

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

(6.1E) create and use representations to organize,record, and communicate mathematical ideas

(6.1F) analyze mathematical relationships to connectand communicate mathematical ideas





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5© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide

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 (2002a) 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 thiscomplexity 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 high-complexity 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

(6.1D)

1. Mrs. Bowers challenged her mathclass to use the shapes shown belowto create a house using one rectangleand one triangle. The house shouldhave a total area of exactly 16 squareinches.

R S T

W X Y

(6.1A; 6.1B)

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

High Complexity

Moderate Complexity

(6.1A; 6.1D)

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

Which point is located inside theroom the designer drew?

4 3— ) C (5 4 1

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1 2 3 4 5 6 7 8 0

Low Complexity



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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 instructionalstrategies 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. D (L) 2. B (L) 3. D (L) 4. A (L)

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

5. B (L) 6. D (L) Exercise 3 1. D (L) 2. A (L) 3. D (L) 4. C (L)

5. B (M) 6. C (L) Exercise 4 1. C (M) 2. D (M) 3. C (M) 4. C (M)

Exercise 5 1. B (M) 2. B (M) 3. C (M) 4. A (M)

5. C (M)

Exercise 6

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Exercise 18 1. B (M) 2. D (L) 3. C (L) 4. B (M)

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

Exercise 20 1. C (M) 2. B (M) 3. B (M)

Exercise 21 1. A (M) 2. B (M) 3. B (M) 4. C (H)

Exercise 22 1. D (M) 2. B (M) 3. C (M) 4. A (M)

5. C (M)

Exercise 23 1. C (M) 2. C (M) 3. D (M) Exercise 24 1. C (M) 2. C (M) 3. B (M) 4. D (M)

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STAAR MASTER® Mathematics References*All Web sites listed were active at time of publication.

Council of Chief State School Officers & National Governors Association Center for Best Practices. (2010, June 2). Common Core State Standards for mathematics. Retrieved March 11, 2011, from Common Core State Standards Initiative Web site: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Hess, K. K. (2006). Applying Webb’s depth-of-knowledge and NAEP levels of complexity in mathematics. Retrieved March 23, 2011, from National Center for the Improvement of Educational Assessment (NCIEA) Web site: http://www.nciea.org/publications/DOKmath_KH08.pdf

Hess, K. K. (2006). Cognitive complexity: Applying Webb DOK levels to Bloom’s taxonomy. Retrieved March 11, 2011, from National Center for the Improvement of Educational Assessment (NCIEA) Web site: http://www.nciea.org/publications/DOK_ApplyingWebb_KH08.pdf

National Assessment Governing Board. (2010, September). Mathematics framework for the 2013 National Assessment of Educational Progress. Retrieved June 23, 2014, from National Assessment Governing Board, U.S. Department of Education Web site: http://www.nagb.org/content/nagb/assets/documents/ publications/frameworks/math-2013-framework.pdf

No Child Left Behind Act of 2001, 20 U.S.C § 6311 et seq. (2001).

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Selected pages from

STAAR MASTER®

Student Practice BookMathematics, Grade 6

for the State of Texas Assessments of Academic Readiness


ISBN: 978-1-60539-925-6Copyright infringement is a violation of Federal Law.© 2014 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 registered 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 registered trademark of Texas Education Agency. STAAR MASTER and ECS Learning Systems, Inc., are not affiliatedwith or sponsored by the Texas Education Agency or the State of Texas.




STAAR MASTER® Student Practice Book—Mathematics, Grade 6

Table of ContentsMathematics Chart

Reporting Category 1

Numerical Representations and Relationships


Computations and Algebraic Relationships


Geometry and Measurement


Data Analysis and Personal Financial Literacy

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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(6.1F)

1. Taryn has four pieces of ribbon with

the lengths of 1—2 foot, 0.4 foot, 2—3 foot, and 1.04 feet. Which of the

following lists the ribbon lengths in

order from least to greatest?

A 0.4 ft 1—2 ft 2—3 ft 1.04 ft

B 1.04 ft 2—3 ft 1—2 ft 0.4 ft

C 1—2 ft 2—3 ft 0.4 ft 1.04 ft

D 1.04 ft 0.4 ft 2—3 ft 1—2 ft

(6.1F)

2. Which of the numbers below wouldcome first if they were listed in orderfrom least to greatest?

4.1 0.41 41.0 0.041 4—10 1.4

A 0.41

B 4—10

C 0.041

D 1.4

(6.1A; 6.1D; 6.1F)

3. A recipe for trail mix is shown below.

Which ingredient requires the leastamount in the recipe?

A AlmondsB Dried cranberriesC RaisinsD Roasted peanuts

(6.1A; 6.1F)

4. A coach records the batting averagesof the players on his baseball team.The batting averages of the first fourplayers in the lineup are shownbelow.

0.255 0.261 0.126 0.162

Which of the following lists thebatting averages in order from leastto greatest?

A 0.255 0.261 0.126 0.162B 0.261 0.255 0.162 0.126C 0.126 0.162 0.255 0.261D 0.162 0.126 0.261 0.255

6.2D: Order a set of rational numbers arising from mathematical and real-world contexts (Readiness Standard)

Reporting Category 1Numerical Representations and Relationships Exercise 8

STAAR MASTER® Student Practice Book—Math, Grade 614 © ECS Learning Systems, Inc.

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Trail Mix Recipe

! 1 1—2 c almonds

! 1.75 c raisins

! 1.1 c dried cranberries

! 1 1—3 c roasted peanuts





49


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

Use the following information to answerquestions 1–3.

The tables below show the total number ofhours that Janie and Philip spend in anafter-school class over a 4-week period.

(6.1A; 6.1D; 6.1G)

1. Which statement correctly comparesthe total amount of time Janie spendsin ballet class and the total amount oftime Philip spends in art class eachweek?

A Janie spends one hour more in ballet class than Philip spends in art class each week.

B Janie spends two hours more in ballet class than Philip spends in art class each week.

C Janie spends four hours more in ballet class than Philip spends in art class each week.

D Janie spends twice as much time in ballet class as Philip spends in art class each week.

(6.1A; 6.1D; 6.1F)

2. In the expression below, Philip usedn to represent the number of weekshe attended art class. He used theexpression to find the total numberof hours he spent in class.

2n

Which expression could Janie use torepresent the number of weeks sheattended ballet class?

A 2nB 3nC n + 2 D n + 3

(6.1A; 6.1D; 6.1F)

3. Janie and Philip extended their tablesto show the total amount of timethey spent in their classes after 5weeks. What was the differencebetween their total times at the endof 5 weeks?

A 2 hrB 3 hrC 4 hrD 5 hr

6.4A: Compare two rules verbally, numerically, graphically, and symbolically in the form of 7 = ax or y = x + a in orderto differentiate between additive and multiplicative relationships (Supporting Standard)

Reporting Category 2Computations and Algebraic Relationships Exercise 13

Number of Weeks 1 2 3 4

Total Hours 3 6 9 12

Janie’s Ballet Class

Number of Weeks 1 2 3 4

Total Hours 2 4 6 8

Philip’s Art Class



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(6.1D)

1. Mrs. Bowers challenged her mathclass to use the shapes shown belowto create a house using one rectangleand one triangle. The house shouldhave a total area of exactly 16 squareinches.

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

(6.1A; 6.1F)

2. A rectangular swimming pool is 20feet long, 15 feet wide, and 6 feetdeep. How much water is needed tofill the pool completely?

A 41ft3

B 300 ft3

C 1,800 ft3

D 3,600 ft3

(6.1A; 6.1D; 6.1F)

3. Mr. Garcia created a triangularflowerbed like the one shown below.

What is the area of the flowerbed?

A 96 in.2

B 160 in.2

C 192 in.2

D 3,840 in.2

6.8D: Determine solutions for problems involving area of rectangles, parallelograms, trapezoids, and triangles, andvolume of right rectangular prisms where dimensions are positive rational numbers

Exercise 10

STAAR MASTER® Student Practice Book—Math, Grade 674 © ECS Learning Systems, Inc.

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Reporting Category 3Geometry and Measurement

R S T

W X Y

Scale:= 1 in.

12 in.

20 in.16 in.





103


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

(6.1D; 6.1E)

1. How many people between the agesof 25 and 55 attended the familyreunion?

A 4B 30C 34D 42

(6.1D; 6.1E)

2. What was the range in the ages ofthose who attended the familyreunion?

A 10 yearsB 77 yearsC 80 yearsD 86 years

(6.1D; 6.1E)

3. What was the median age of thosewho attended the family reunion?

A 40 yearsB 42 yearsC 46 yearsD 64 years

Use the information below to answer questions 1–3.

The stem-and-leaf plot below shows the ages of people attending a family reunion.

6.13A: Interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots (ReadinessStandard)

Reporting Category 4Data Analysis and Personal Financial Literacy Exercise 11

Leaf

0 1 1 3 4 8 92 2 3 6 7 7 7 8 91 1 2 2 3 3 4 5 6 7 90 0 2 3 3 4 6 6 6 7 91 1 2 3 3 3 6 7 8 9 90 1 2 2 2 3 4 4 5 6 6 7 8 9 90 2 3 71 26

Stem

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Sample Booklet - ECS Learning Systems · Sample Booklet Grade 6 ... Revised for the Most Recent...

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