TEKSING TOWARD STAAR
MATHEMATICS
®
STAAR
Multiple Choice Questions
Grid Answer Questions
Organized by Category/TEKS
Grade 6
Brenda DeBorde [email protected]
Juanita Thompson [email protected]
TEKSING TOWARD STAAR ©2011
GRADE 6 MULTIPLE CHOICE AND GRID ANSWER QUESTIONS
OVERVIEW
This document was created with classroom assessment of TEKS and tutorials in mind. The document
provides teachers with numerous questions to assess student mastery of individual TEKS in STAAR format.
The document provides both multiple choice answer format and answer grid format. However, these
questions can easily be utilized without the multiple-choice answers or answer grid.
All questions in this document are organized by STAAR Reporting Categories and TEKS. Questions in the
document that address TEKS 6.11A, 6.11B, 6.11C, 6.11D, 6.12A, 6.13A, and 6.13B have been organized
by TEKS and are included in each STAAR Reporting Category. The questions that address these TEKS
could also address 6.12B. Questions that address this TEKS are also included in other TEKS in STAAR
Reporting Category 1, 2, 3, 4, and 5.
An answer key is not provided for this document, as the authors’ philosophy is that each teacher should
create a personalized Solutions Manual to become more familiar with the TEKS and assessment of the
TEKS, as well as to formulate various solution strategies for each question. Teachers are encouraged to
communicate with the authors regarding discussion of any question in this document.
The multiple choice and grid answer questions are designed to be utilized as assessment after in-depth
instruction on the TEKS. The teacher should choose problems from the document to create an informal
assessment that students complete in partner pairs followed by sharing and class discussion. The informal
assessment should not be recorded as a grade. The teacher should choose a different set of problems to
create a formal assessment that students complete individually, is graded by the teacher, and is recorded
as a grade.
AUTHORS’ VISION FOR INFORMAL ASSESSMENT
Organize students into PAIRS and distribute an informal assessment to each student. ALL students work
in pairs to complete the problems in a total of 3 minutes times the number of problems on the assessment
(ex: if the assessment includes 5 problems the students are given 15 minutes to work).
PAIRS work together to identify the main idea and supporting details in each problem, then choose a
problem-solving strategy and find the answer to the problem. Each student individually records on his or
her informal assessment and shows all work.
As soon as the PAIRS begin working, walk around the room and assign different student pairs to
share their work with the entire class when work time ends. These student pairs are SHARE PAIRS and
should work on their assigned problem FIRST, then complete the other problems on the assessment if
they have time. The teacher should monitor the share pairs closely and answer any questions they
have about the problem. The teacher, however, should not tell or show students how to answer a
problem.
Call TIME after the appropriate number of minutes. Immediately the SHARE PAIR for the first problem
projects their work for the entire class and shares how they solved the problem. They identify the main
idea and supporting details in the problem, share the strategy they used to solve the problem, share how
they solved the problem, and finally share the answer to the problem. After sharing, they ask the class:
“Did anyone get a different answer?” and “Did anyone solve the problem differently?” If someone did get
a different answer or solve the problem differently, they share the differences from their seat or come
forward and show their work on the projection device.
If the SHARE PAIR could not complete the problem, they share the main idea and supporting details, then
ask, "Could anyone else complete the problem?" If another pair completed the problem they are asked to
come up and share their work on the projection device, then discussion follows.
If no student could answer the problem correctly, the teacher continues discussion of the problem at this
point.
Continue the SHARE PAIR process for all problems have been discussed.
TEKSING TOWARD STAAR
2011
Page 1
GRADE 6 MULTIPLE CHOICE AND GRID ANSWER QUESTIONS
NOTE: If an opaque projector or other projection device is not available, then a traditional overhead and
transparencies can be utilized. Distribute blank transparency and overhead pen to SHARE PAIRS – one
set for each problem on the informal assessment. The SHARE PAIRS record all work on the transparency,
including main idea, supporting details, etc.
TEKSING TOWARD STAAR
2011
Page 2
TEKSING TOWARD STAAR
GRADE 6 MULTIPLE CHOICE AND ANSWER GRID PROBLEMS
Table of Contents
Numbers, Operations, and Quantitative Reasoning
STAAR
Category
1
Supporting
1
Readiness
1
Supporting
1
Supporting
1
Supporting
1
Supporting
1
Supporting
1
Readiness
1
Readiness
1
Supporting
1
Readiness
TEKS
STUDENT EXPECTATION
Number of
Questions
6.1A
Compare and order non-negative rational numbers
33
6.1B
32
6.1C
Generate equivalent forms of rational numbers including whole
numbers, fractions and decimals
Use integers to represent real-life situations
6.1D
Write prime factorization using exponents
25
6.1E
Identify factors of a positive integer, common factors and greatest
common factor of a set positive integers
Identify multiples of a positive integer and the least common multiple of
a set of integers
Model addition and subtraction situations involving fractions with
[objects] models, pictures, words and numbers
Use addition and subtraction to solve problems involving fractions and
decimals
Use multiplication and division of whole numbers including equivalent
rates and ratios
Estimate and round to approximate results where exact answers are not
required
use order of operations to simplify whole number expressions (without
exponents) in problem solving situations
21
6.1F
6.2A
6.2B
6.2C
6.2D
6.2E
23
19
23
51
38
25
24
Underlying Processes and Mathematical Tools
STAAR
Category
TEKS
STUDENT EXPECTATION
1
6.11A
1
6.11B
1
6.11C
1
6.11D
1
6.12A
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
Select tools such as real objects, manipulatives, paper/pencil, and
technology or techniques such as mental math, estimation, and number
sense to solve problems
Communicate mathematical ideas using language, efficient tools,
appropriate units, and graphical, numerical, physical, or algebraic
mathematical models
TEKSING TOWARD STAAR
2011
Number of
Questions
11
16
12
5
7
Page 1
STAAR
Category
TEKS
1
6.12B
1
1
6.13A
6.13B
Evaluate the effectiveness of different representations to communicate
ideas (Not assessed on STAAR)
Make conjectures from patterns or sets of examples and nonexamples
Validate his/her conclusions using mathematical properties and
relationships
TOTAL REPORTING CATEGORY 1 QUESTIONS
TEKSING TOWARD STAAR
Number of
Questions
STUDENT EXPECTATION
2011
7
7
=
379
Page 2
Patterns, Relationships, and Algebraic Reasoning
STAAR
Category
TEKS
Number of
Questions
STUDENT EXPECTATION
2
Supporting
2
Supporting
2
Readiness
2
Readiness
6.3A
Use ratios to describe proportional situations
25
6.3B
Represent ratios and percents with [concrete] models, fractions and
decimals
Use ratios to make predictions in proportional situations
32
32
2
Supporting
2
Readiness
6.4B
Use tables and symbols to represent and describe proportional and
other relationships involving conversions, arithmetic sequences (with a
constant rate of change), perimeter and area
Use tables of data to generate formulas to representing relationships
involving perimeter, area, volume of a rectangular prism, etc.
Formulate equations from problem situations described by linear
relationships
6.3C
6.4A
6.5
24
21
27
Underlying Processes and Mathematical Tools
STAAR
Category
TEKS
STUDENT EXPECTATION
2
6.11A
2
6.11B
2
6.11C
2
6.11D
2
6.12A
2
6.12B
2
2
6.13A
6.13B
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
Select tools such as real objects, manipulatives, paper/pencil, and
technology or techniques such as mental math, estimation, and number
sense to solve problems
Communicate mathematical ideas using language, efficient tools,
appropriate units, and graphical, numerical, physical, or algebraic
mathematical models
Evaluate the effectiveness of different representations to communicate
ideas (Not assessed on STAAR)
Make conjectures from patterns or sets of examples and nonexamples
Validate his/her conclusions using mathematical properties and
relationships
TOTAL REPORTING CATEGORY 2 QUESTIONS
TEKSING TOWARD STAAR
2011
Number of
Questions
11
5
6
5
9
9
5
=
211
Page 3
Geometry and Spatial Reasoning
STAAR
Category
3
Supporting
3
Supporting
3
Readiness
3
Supporting
TEKS
Number of
Questions
STUDENT EXPECTATION
6.6A
Use angle measurements to classify angles as acute, right or obtuse
27
6.6B
Identify relationships involving angles in triangles and quadrilaterals
34
6.6C
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
26
6.7
24
Underlying Processes and Mathematical Tools
STAAR
Category
TEKS
STUDENT EXPECTATION
3
6.11A
3
6.11B
3
6.11C
3
6.11D
3
6.12A
3
6.12B
3
3
6.13A
6.13B
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
Select tools such as real objects, manipulatives, paper/pencil, and
technology or techniques such as mental math, estimation, and number
sense to solve problems
Communicate mathematical ideas using language, efficient tools,
appropriate units, and graphical, numerical, physical, or algebraic
mathematical models
Evaluate the effectiveness of different representations to communicate
ideas (Not assessed on STAAR)
Make conjectures from patterns or sets of examples and nonexamples
Validate his/her conclusions using mathematical properties and
relationships
TOTAL REPORTING CATEGORY 3 QUESTIONS
TEKSING TOWARD STAAR
2011
Number of
Questions
6
5
7
5
6
13
6
=
159
Page 4
Measurement
STAAR
Category
TEKS
4
Supporting
4
Readiness
6.8A
4
Supporting
4
Supporting
6.8C
6.8B
6.8D
Number of
Questions
STUDENT EXPECTATION
Estimate measurements (including circumference) and evaluate
reasonableness of results
Select and use appropriate units, tools, or formulas to measure and
solve problems involving length (including perimeter), area, time,
temperature, volume and weight
Measure angles
28
Convert measures within the same measurement system (customary
and metric) based on relationships between units
18
68
24
Underlying Processes and Mathematical Tools
STAAR
Category
TEKS
STUDENT EXPECTATION
4
6.11A
4
6.11B
4
6.11C
4
6.11D
4
6.12A
4
6.12B
4
4
6.13A
6.13B
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
Select tools such as real objects, manipulatives, paper/pencil, and
technology or techniques such as mental math, estimation, and number
sense to solve problems
Communicate mathematical ideas using language, efficient tools,
appropriate units, and graphical, numerical, physical, or algebraic
mathematical models
Evaluate the effectiveness of different representations to communicate
ideas (Not assessed on STAAR)
Make conjectures from patterns or sets of examples and nonexamples
Validate his/her conclusions using mathematical properties and
relationships
TOTAL REPORTING CATEGORY 4 QUESTIONS
TEKSING TOWARD STAAR
2011
Number of
Questions
5
5
5
5
6
8
8
=
180
Page 5
Probability and Statistics
STAAR
Category
5
Supporting
5
Supporting
5
Supporting
5
Supporting
5
Supporting
5
Readiness
TEKS
Number of
Questions
STUDENT EXPECTATION
6.9A
Construct sample spaces using lists and tree diagrams
23
6.9B
Find the probabilities of a simple event and its complement and describe
the relationships 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
25
Solve problems by collecting, organizing, displaying and interpreting
data
29
6.10A
6.10B
6.10C
6.10D
19
26
12
Underlying Processes and Mathematical Tools
STAAR
Category
TEKS
STUDENT EXPECTATION
5
6.11A
5
6.11B
5
6.11C
5
6.11D
5
6.12A
5
6.12B
5
5
6.13A
6.13B
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
Select tools such as real objects, manipulatives, paper/pencil, and
technology or techniques such as mental math, estimation, and number
sense to solve problems
Communicate mathematical ideas using language, efficient tools,
appropriate units, and graphical, numerical, physical, or algebraic
mathematical models
Evaluate the effectiveness of different representations to communicate
ideas (Not assessed on STAAR)
Make conjectures from patterns or sets of examples and nonexamples
Validate his/her conclusions using mathematical properties and
relationships
TOTAL REPORTING CATEGORY 5 QUESTIONS
Number of
Questions
5
5
5
5
5
8
5
=
172
TOTAL GRADE 6 QUESTIONS = 1,101
TEKSING TOWARD STAAR
2011
Page 6
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
Bryant’s Vegetable Market ordered fresh vegetables to be
delivered on Monday. They received the following boxes of
vegetables.
Rosie’s Flower Shop sold the following flowers yesterday.
Flower Sales
Roses
Boxes of Vegetables
Type of Vegetable
Onions
Carrots
Green Beans
Squash
Celery
Lettuce
Number of Boxes
10
16
24
14
8
8
Pansies
Carnations
Tulips
0
10
20
30
40
50
1
Which 3 types of vegetables makes up exactly of the
2
boxes of vegetables they received Monday?
How many more roses and pansies did Rosie’s Flower Shop
sell yesterday than carnations and tulips?
A
Onions, Carrots, Green Beans
A
30
B
Squash, Celery, Carrots
B
40
C
Onions, Carrots, Squash
C
50
D
Carrots, Green Beans, Celery
D
45
A bag of lollipops contains the following:
The chart shows the number of each color of marble Kelly
found when she opened a box of marbles.
Color
Red
Blue
Green
Yellow
White
Lollipops
Flavor of Lollipop
Grape
Cherry
Strawberry
Lime
Orange
Number of Lollipops
10
15
23
15
?
Number
5
10
8
4
3
If the label states that the bag contains 75 lollipops, how
many orange lollipops does it contain?
If Kelly opens a larger box of 90 marbles with the colors
proportional to the chart above, how many white should she
expect to find?
F
10
F
6
G
12
G
9
H
14
H
12
J
15
J
15
TEKSING TOWARD STAAR
2011
Page 1
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The Saxon Middle School band formed the following
committees.
Joanne and her family plan to vacation at a national park this
summer. The areas of 5 national parks they are considering
and the states they are located in are given in the chart
below.
Band Committees
Number of Members
10
National Parks
6th
grade
National Park
5
Arcadia -Maine
Area in Acres
(Thousands)
48
Badlands–South Dakota
7th
grade
0
Awards
Banquet
Director’s
Gift
End of Year
Party
How many more seventh grade students served on the three
band committes shown than sixth grade students?
5
B
6
C
7
D
8
The chart shows that six grade students checked out 36
books last Friday.
Library Books Checked Out
Type of Book
Mystery
Adventure
Biography
Science Fiction
Nonfiction
F
Mystery and Nonfiction
G
Adventure and Biography
H
Mystery and Adventure
J
Science Fiction and Mystery
TEKSING TOWARD STAAR
2011
6000
Glacier-Montana
1000
Yellowstone-Wyoming
2220
A
1,220, 000
B
2,220, 000
C
3,220, 000
D
4,220, 000
David played a video game in the movie theater lobby while
he waited for his ride home. The chart shows his scores for
the games he played.
Number of
Books
David’s Scores
Game
Score
1
63,700
2
89,100
3
12,500
4
28,900
6
6
2
15
7
Which two types of books checked out were
number of books checked out?
Denali-Alaska
How many less acres does Glacier National Park have than
Yellowstone National Park?
Committees
A
244
1
of the total
3
How many more points did David score in his highest
scoring game than his lowest scoring game?
F
25,400
G
55,200
H
60,200
J
76,600
Page 2
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The line plot shows the ribbons won by Sue’s dog at dog
shows this year.
The bar graph shows the number of boxes of a dozen bagels
the bagel shop sold each day for five days.
Dog Show Ribbons Won
1st
place
Bagel Sales
50
x
x
x
x
x
x
x
x
x
x
x
x
2nd
place
3rd
place
x
x
x
x
4th
place
Number of Doz en
x
x
x
x
x
x
x
x
x
x
x
5th
place
40
30
20
10
0
Monday
Which statement is supported by the information in the line
plot?
A
B
Sue’s dog received the same number of 2nd place and
4th place ribbons.
Sue’s dog received 19 ribbons that were 3rd place or
higher.
C
Sue’s dog received the same number of 1st place or 5th
place ribbons as he received 3rd place or 4th place
ribbons.
D
Sue’s dog received 15 ribbons that were 3 rd place or
lower.
Tuesday
Wednesday
Thursday
Friday
Between which two days did the number of dozen bagels
sold differ the most?
F
Thursday and Friday
G
Wednesday and Friday
H
Monday and Tuesday
J
Wednesday and Thursday
The table below shows the number of each color of gumball
in a gumball machine.
Gumballs
Color of Gumball
Purple
Red
Yellow
Pink
Green
Number of Gumballs
11
15
?
15
24
If the gumball machine contains 75 gumballs, how many
yellow gumballs are in the machine?
TEKSING TOWARD STAAR
2011
A
10
B
13
C
15
D
12
Page 3
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The bar graph below shows the number of glasses of orange juice the cafeteria at Miller Middle School served during breakfast
last week.
Glasses of Orange Juice
Number or Glasses
32
28
24
20
16
12
8
4
0
Mon.
Tues.
Wed.
Thurs.
Fri.
Day
Which statement is supported by the graph?
F
They served twice as many glasses of orange juice on Tuesday as they did on Monday.
G
They served more glasses of orange juice on Wednesday than they did on Monday and Tuesday combined.
H
They served twice as many glasses of orange juice on Thursday as they did on Monday.
J
They served more than 120 glasses of orange juice last week.
The seven sixth grade homerooms collected newspapers to recycle as a class project. The bar graph shows the number of pounds
of newspaper they collected.
Number or Pounds
Pounds of Newspaper
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
Homeroom
Which statement is supported by the graph?
A
Homeroom 3 collected the least number of pounds of newspapers.
B
Homeroom 2 collected more pounds of newspapers than homeroom 1 and homeroom 5 combined.
C
Homeroom 4 and homeroom 7 collected the same number of pounds of newspapers.
D
Homeroom 6 collected ten pounds less newspapers than homeroom 2.
TEKSING TOWARD STAAR
2011
Page 4
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
Janice started working her 40 math problems at 8:30 a.m. on Saturday morning. She worked steadily for 30 minutes, and then she
took a 15-minute break before she continued to work at a steady pace for another hour when she finished her assignment. Which
line graph best represents this information?
Math Problems
40
30
H
20
10
8:30
8:45
9:00
9:15
9:30
9:45
Number of Problems Worked
F
Number of Problems Worked
Math Problems
40
30
20
10
10:00 10:15
8:30
8:45
9:00
9:15
Time
40
30
J
20
10
8:30
8:45
9:00
9:15
9:30
Time
TEKSING TOWARD STAAR
2011
9:45
10:00 10:15
Math Problems
9:45
10:00 10:15
Number of Problems Worked
Number of Problems Worked
Math Problems
G
9:30
Time
40
30
20
10
8:30
8:45
9:00
9:15
9:30
9:45
10:00 10:15
Time
Page 5
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
One day in December it began snowing at 10:00 a.m. and snowed most of the day. On the 5:00 p.m. news a local radio station
reported there was an accumulation of 2 inches of snow at noon and it snowed another 2.5 inches by 3:00 p.m., and then the snow
suddenly stopped. Which line graphs best represents the snowfall for the day?
Number of Inc hes
C
12:00
2:00
10:00
12:00
Time of Day
Snowfall
Snowfall
D
12:00
Time of Day
TEKSING TOWARD STAAR
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
Time of Day
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
10:00
Number of Inc hes
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
10:00
B
Snowfall
2011
2:00
Number of Inc hes
A
Number of Inc hes
Snowfall
2:00
5.0
4.5
4.0
3.5
3.0
2.5
2.0
1.5
1.0
0.5
0
10:00
12:00
2:00
Time of Day
Page 6
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
Quiz Scores
The following line graph shows the scores Jaime made on
his math quizzes this six weeks.
100
90
80
70
60
50
40
30
20
10
0
The graph below shows the number of each color of gumball
in a gumball machine.
Gumballs
Jaime’s Quiz Scores
Yellow
15
Green
12
Blue
10
White
?
1
2
3
4
Quiz Number
5
6
Which statement is supported by the data in the line graph?
F
Jaime made his highest quiz score on quiz 2.
G
Jaime made his lowest quiz score on quiz 3.
H
Jaime made at least 70 on all six quizzes.
J
Jaime made 80 or better on two of the quizzes.
Red
15
If the gumball machine contains 74 gumballs, how many
white gumballs are in the machine?
F
20
G
23
H
25
J
22
The following line graph shows the perimeter of rectangles
with a length of 10 units.
The circle graph below shows the results of a survey about
student’s favorite pet.
Favorite Pet
Perimeter
Gerbils
Hamsters
Dogs
Cats
100
90
80
70
60
50
40
30
20
10
0
3
9
15
21
Width
27
Which statement is supported by the data in the graph?
Which statement is not supported by the data?
A
One-fourth of the students chose hamsters as their
favorite pet.
A
If the width is 9, the perimeter is 38.
B
B
Half of the students chose dogs as their favorite pet.
If the width is more than 10, the perimeter is more than
40.
C
More students chose dogs than chose cats as their
favorite pet.
C
The perimeter will never be more than 80 units.
D
If the perimeter is 50 units, the width is 15 units.
D
Gerbils were chosen by more students than hamsters.
TEKSING TOWARD STAAR
2011
Page 7
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The following stem and leaf plot was drawn for a data collected on the number of times in a month a family eats a meal at a
restaurant.
Eating at a Restaurant
0
1
2
3
1 1 2 5 6 9
0 0 0 1 2 3 7 8 8
2 2 4 6 8 9
0
Key: 0 1 means 1 time the family ate a meal in a restaurant
The plot best represents which set of data?
F
1, 2, 5, 6, 9, 10, 11, 12, 13, 17, 18, 22, 24, 26, 28, 29, 30
G
1, 1, 2, 2, 5, 6, 9, 10, 11, 12, 13, 17, 18, 22, 24, 26, 28, 29, 30
H
1, 1, 2, 5, 6, 9, 10, 10, 10, 11, 12, 13, 17, 18, 18, 22, 22, 24, 26, 28, 29, 30
J
1, 1, 2, 5, 6, 9, 10, 10, 10, 10, 11, 12, 13, 17, 18, 18, 22, 24, 26, 28, 29, 30
A math quiz had 8 questions on it. The numbers of questions that 12 of the students answered correctly are listed below.
5, 3, 6, 4, 5, 3, 2, 6, 4, 5, 4, 2
Which line plot correctly displays this data?
Quiz Questions
x
x
x
x
x
x
x
x
x
Quiz Questions
x
x
x
A
x
x
x
x
x
x
x
x
x
x
x
x
2
3
4
5
6
C
2
3
4
5
6
Quiz Questions
x
x
x
x
x
x
x
x
Quiz Questions
x
x
x
B
x
x
x
x
x
x
x
x
x
x
x
x
2
3
4
5
6
D
2
3
TEKSING TOWARD STAAR
4
2011
5
6
Page 8
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
Mr. Kennedy made a stem and leaf plot for the scores his students made on the final exam. The scores are shown below.
55, 60, 75, 45, 88, 90, 98, 75, 78, 99, 86, 90, 80, 75, 82, 90, 83
Which of the following stem and leaf plots correctly displays the data?
Final Exam Scores
F
4
5
6
7
8
9
Final Exam Scores
5
5
0
5 5 5 8
0 2 3 6 8
0 0 0 8 9
H
4 5 means a score of 45
4
5
6
7
8
9
4 5 means a score of 45
Final Exam Scores
G
4
5
6
7
8
9
5
5
0
5
0 2 3 6 8
0 8 9
5
5
0
5 5 8
0 2 3 6 8
0 0 8 9
4
5
6
7
8
9
J
Final Exam Scores
5
5
0
5 5 5 5 8
0 2 3 6 8 8
0 0 0 8 9
4 5 means a score of 45
4 5 means a score of 45
A line plot displaying the number of hours a group of sixteen friends studied for their final exams is shown below.
Number of Study Hours
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
12
13
14
15
16
Which statement is a best supported by the line plot?
A
Twice as many students in the group studied 16 hours as the number of students that studied 15 hours.
B
Three of the friends studied 13 hours for their final exams.
C
There is no mode number of hours studied for this group of friends.
D
One half of the friends studied at least 13 hours for their final exams.
TEKSING TOWARD STAAR
2011
Page 9
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The number of hours that the members of an ice skating team practice in a week is shown in the stem and leaf plot.
Hours of Practice
1
2
3
4
5
9
3
1
0
2
9
4 4 7 7 7 8 8
2 4 5
1
4 6 6
Key: 1 9 means 19 hours
Which of the following statements is supported by the information given in the plot above?
F
There were nineteen members in the group of skaters.
G
The least number of hours practiced by a member of the group was 18 hours.
H
The mode number of hours practiced was 27.
J
The range in the number of hours practiced was 27 hours.
A champion horse owner entered her horse in 12 competitions. The awards the horse won are listed below.
4th, 3rd, 1st, 4th, 5th, 3rd, 2nd, 2nd, 4th, 5th, 1st, 2nd
Which line plot correctly displays this data?
Competition Awards
x
x
x
x
x
x
x
x
x
Competition Awards
x
x
A
x
x
x
x
x
x
x
x
x
x
x
x
1st
2nd
3rd
4th
5th
C
1st
2nd
3rd
4th
5th
Competition Awards
x
x
x
x
x
x
x
x
x
x
Competition Awards
x
x
x
B
x
x
x
x
x
x
x
1st
2nd
3rd
x
x
x
x
4th
5th
D
1st
2nd
TEKSING TOWARD STAAR
3rd
2011
4th
5th
Page 10
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The game statistician kept a record of the number of the field goals a football team attempted in each of the ten games they
played last season. The information is given in the line plot below.
Field Goals Attempted
x
x
x
x
x
x
x
x
0
1
2
x
x
3
4
Which of the following statements is valid based on the data?
F
The team attempted fifteen field goals during the ten games.
G
The median number of field goals attempted was one.
H
The most field goals attempted in any one of the games was five.
J
They did not attempt a field goal in two games.
A stem and leaf plot for test scores is shown below.
Test Scores
5
6
7
8
9
7
5
1
0
5
7
2 5 8
1 2 3 5 5 8
6 9
Key: 5 7 means a score of 57
Which of the following statements is not supported by the information given in the plot above?
A
The median test score was 81.
B
The range in the scores was 42.
C
The mode of the scores was 88.
D
There were 17 scores recorded.
TEKSING TOWARD STAAR
2011
Page 11
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The graph below shows the average price of a gallon of regular gasoline in the United States each year from 2004 -2008.
Average Price of a Gallon of Regular Gasoline
Price of a Gallon of Regular Gasoline
$3.60
$3.40
$3.20
$3.00
$2.80
$2.60
$2.40
$2.20
$2.00
$1.80
$0
2004
2005
2006
2007
2008
Year
Which of the following statements is supported by the information in the graph?
F
The average price of a gallon of regular gasoline decreased from 2004 to 2005.
G
The range of the prices is more than $2.00.
H
The median price was about $2.60.
J
The smallest increase in price occurred between 2007 and 2008.
TEKSING TOWARD STAAR
2011
Page 12
GRADE 6 MATHEMATICS
(6.10) Probability and statistics. The student uses statistical representations to analyze data. The student is expected to: (D) solve
problems by collecting, organizing, displaying, and interpreting data.
The average number of times per minute that Jack and Jill can bounce a basketball is displayed on the graph below.
Number of Bounces
350
300
250
200
150
100
50
0
1
2
3
4
5
Time
(minutes)
Jack
Jill
Which statement is best supported by the information in the graph?
A
The number of times that Jill can bounce a basketball increases at a higher rate than the number of times that Jack can
bounce a basketball.
B
In 4 minutes Jack can bounce a basketball a little less than 250 times.
C
Jill can bounce a basketball exactly the same number of time as Jack can.
D
Jack can bounce a basketball less than 100 times in 2 minutes.
TEKSING TOWARD STAAR
2011
Page 13
GRADE 6 MATHEMATICS
(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.
The student is expected to: (B) validate his/her conclusions using mathematical properties and relationships.
Barry bought a new board game that has a spinner. The
spinner is divided into 8 equal colored parts. What other
information is needed to decide what the chances are you
can spin a particular color on the spinner?
A
The diameter of the spinner
B
The number of colors being used on the spinner
C
How many sections of each color the spinner has
D
The area of the spinner
Elias kept a record of the number of minutes he studied for
his six weeks exam in five of his classes. The data is shown
in the table below.
Study Record
Class
Science
History
Math
English
Health
Number of Minutes
60
55
70
45
45
If Elias told his mother that he studied 45 minutes for each
of his exams, which measure did he use?
A
Mean
B
Median
C
Mode
D
Range
Beatrice created a game that uses a spinner. The spinner is
divided into 15 equal size sections that are colored. Beatrice
concluded the probability of spinning a red on the spinner is
0.6. Which statement must be true about the spinner if her
conclusion is valid?
F
The spinner has 10 blue sections.
G
The spinner has 5 red sections.
H
The spinner has 6 red sections.
J
The spinner has 9 red sections
Jeffery has 2 spinners. The first spinner is divided into 5
equal sections. The second spinner is divided into x equal
sections and x is two less than twice the number of sections
on the first spinner. The sections of the first spinner are
numbered 1, 2, 3, 4 and 5. The sections of the second
spinner are numbered 1 to x. If Jeffery spins both spinners
one time, what is the probability that the second spinner will
land on 2?
F
1
2
G
1
10
H
1
7
J
TEKSING TOWARD STAAR
2011
1
8
CATEGORY 5
Page 1
GRADE 6 MATHEMATICS
(6.13) Underlying processes and mathematical tools. The student uses logical reasoning to make conjectures and verify conclusions.
The student is expected to: (B) validate his/her conclusions using mathematical properties and relationships.
Judith kept a record of the number of math problems she answered for homework last week. The graph below shows the number
of problems she answered during a 5-day period.
Homework Problems
21
Number of Problems
18
15
12
9
6
3
0
Mon.
Tue.
Wed.
Thu.
Fri.
Day
Which statement is best supported by the information in the graph?
A
Judith worked more problems on Wednesday and Friday than she did on Monday and Tuesday because 21 + 9 > 15 + 18.
B
Judith worked fewer problems on Wednesday and Thursday than she did on Monday and Tuesday because 21 + 12 < 15 + 18.
C
Judith worked more problems on Tuesday and Friday than she did on Wednesday and Thursday because 18 + 9 > 21 + 12.
D
Judith worked fewer problems on Monday and Thursday than she did on Wednesday and Friday because 15 + 12 < 21 + 9.
TEKSING TOWARD STAAR
2011
CATEGORY 5
Page 2