Skill plan for TEKS Resource System - 6th grade
IXL provides skill alignments with recommended IXL skills for each unit. Find the IXL skills that are right for you below!
Unit
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1
Unit 1
Equivalent Forms of Fractions, Decimals, and Percents
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
E:  represent ratios and percents with concrete models, fractions, and decimals
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
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
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
5 - The student applies mathematical process standards to solve problems involving proportional relationships.
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
C:  use equivalent fractions, decimals, and percents to show equal parts of the same whole
C:  use equivalent fractions, decimals, and percents to show equal parts of the same whole
2
Unit 2
Ordering Fractions, Decimals, and Integers
2 - The student applies mathematical process standards to represent and use rational numbers in a variety of forms.
A:  classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers
A:  classify whole numbers, integers, and rational numbers using a visual representation such as a Venn diagram to describe relationships between sets of numbers
C:  locate, compare, and order integers and rational numbers using a number line
Rational numbers
Integers
C:  locate, compare, and order integers and rational numbers using a number line
Rational numbers
Integers
D:  order a set of rational numbers arising from mathematical and real-world contexts
Positive rational numbers
Integers
Rational numbers
Real-world contexts
D:  order a set of rational numbers arising from mathematical and real-world contexts
Positive rational numbers
Integers
Rational numbers
Real-world contexts
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
3
Unit 3
Operations with Positive Fractions and Decimals
2 - The student applies mathematical process standards to represent and use rational numbers in a variety of forms.
E:  extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
Representations for division
Convert decimals and fractions
E:  extend representations for division to include fraction notation such as a/b represents the same number as a ÷ b where b ≠ 0
Representations for division
Convert decimals and fractions
3 - The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.
A:  recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
A:  recognize that dividing by a rational number and multiplying by its reciprocal result in equivalent values
B:  determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one
B:  determine, with and without computation, whether a quantity is increased or decreased when multiplied by a fraction, including values greater than or less than one
E:  multiply and divide positive rational numbers fluently
Multiply and divide decimals
Multiply fractions and whole numbers
Multiply fractions
Multiply mixed numbers
Divide fractions and whole numbers
Divide fractions
Divide fractions and mixed numbers
E:  multiply and divide positive rational numbers fluently
Multiply and divide decimals
Multiply fractions and whole numbers
Multiply fractions
Multiply mixed numbers
Divide fractions and whole numbers
Divide fractions
Divide fractions and mixed numbers
4
Unit 4
Operations with Integers
2 - The student applies mathematical process standards to represent and use rational numbers in a variety of forms.
B:  identify a number, its opposite, and its absolute value
Integers
Rational numbers
B:  identify a number, its opposite, and its absolute value
Integers
Rational numbers
3 - The student applies mathematical process standards to represent addition, subtraction, multiplication, and division while solving problems and justifying solutions.
C:  represent integer operations with concrete models and connect the actions with the models to standardized algorithms
Counters
Number lines
C:  represent integer operations with concrete models and connect the actions with the models to standardized algorithms
Counters
Number lines
D:  add, subtract, multiply, and divide integers fluently
Addition and subtraction
Multiplication and division
Mixed operations
D:  add, subtract, multiply, and divide integers fluently
Addition and subtraction
Multiplication and division
Mixed operations
5
Unit 5
Proportional Reasoning with Ratios and Rates
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
B:  apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
Equivalent ratios
Rates
Proportions
B:  apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
Equivalent ratios
Rates
Proportions
C:  give examples of ratios as multiplicative comparisons of two quantities describing the same attribute
C:  give examples of ratios as multiplicative comparisons of two quantities describing the same attribute
D:  give examples of rates as the comparison by division of two quantities having different attributes, including rates as quotients
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
E:  represent ratios and percents with concrete models, fractions, and decimals
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
H:  convert units within a measurement system, including the use of proportions and unit rates
Customary units
Metric units
Customary and metric units
H:  convert units within a measurement system, including the use of proportions and unit rates
Customary units
Metric units
Customary and metric units
5 - The student applies mathematical process standards to solve problems involving proportional relationships.
A:  represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
Tables and graphs
Proportions
Scale drawings and similar figures
A:  represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
Tables and graphs
Proportions
Scale drawings and similar figures
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
Find the whole
Find the part
Find the percent
Mixed percent problems
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
Find the whole
Find the part
Find the percent
Mixed percent problems
6
Unit 6
Equivalent Expressions and One-Variable Equations
7 - The student applies mathematical process standards to develop concepts of expressions and equations.
A:  generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization
Whole number exponents
Prime factorization
Order of operations
A:  generate equivalent numerical expressions using order of operations, including whole number exponents and prime factorization
Whole number exponents
Prime factorization
Order of operations
B:  distinguish between expressions and equations verbally, numerically, and algebraically
B:  distinguish between expressions and equations verbally, numerically, and algebraically
C:  determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations
Algebraic representations
Models
C:  determine if two expressions are equivalent using concrete models, pictorial models, and algebraic representations
Algebraic representations
Models
D:  generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties
Properties of operations
Equivalent expressions
D:  generate equivalent expressions using the properties of operations: inverse, identity, commutative, associative, and distributive properties
Properties of operations
Equivalent expressions
9 - The student applies mathematical process standards to use equations and inequalities to represent situations.
A:  write one-variable, one-step equations and inequalities to represent constraints or conditions within problems
A:  write one-variable, one-step equations and inequalities to represent constraints or conditions within problems
B:  represent solutions for one-variable, one-step equations and inequalities on number lines
B:  represent solutions for one-variable, one-step equations and inequalities on number lines
C:  write corresponding real-world problems given one-variable, one-step equations or inequalities
C:  write corresponding real-world problems given one-variable, one-step equations or inequalities
10 - The student applies mathematical process standards to use equations and inequalities to solve problems.
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
Equation models
Solve equations
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
Equation models
Solve equations
B:  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true
B:  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true
7
Unit 7
One-Variable Inequalities
9 - The student applies mathematical process standards to use equations and inequalities to represent situations.
A:  write one-variable, one-step equations and inequalities to represent constraints or conditions within problems
A:  write one-variable, one-step equations and inequalities to represent constraints or conditions within problems
B:  represent solutions for one-variable, one-step equations and inequalities on number lines
Write and graph inequalities
Solve and graph inequalities
B:  represent solutions for one-variable, one-step equations and inequalities on number lines
Write and graph inequalities
Solve and graph inequalities
C:  write corresponding real-world problems given one-variable, one-step equations or inequalities
C:  write corresponding real-world problems given one-variable, one-step equations or inequalities
10 - The student applies mathematical process standards to use equations and inequalities to solve problems.
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
B:  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true
B:  determine if the given value(s) make(s) one-variable, one-step equations or inequalities true
8
Unit 8
Algebraic Representations of Two-Variable Relationships
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
A:  compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships
A:  compare two rules verbally, numerically, graphically, and symbolically in the form of y = ax or y = x + a in order to differentiate between additive and multiplicative relationships
6 - The student applies mathematical process standards to use multiple representations to describe algebraic relationships.
A:  identify independent and dependent quantities from tables and graphs
A:  identify independent and dependent quantities from tables and graphs
B:  write an equation that represents the relationship between independent and dependent quantities from a table
B:  write an equation that represents the relationship between independent and dependent quantities from a table
C:  represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
Make a table
Make a graph
Write an equation
Make a table and graph
C:  represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
Make a table
Make a graph
Write an equation
Make a table and graph
11 - The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.
A:  Graph points in all four quadrants using ordered pairs of rational numbers
A:  Graph points in all four quadrants using ordered pairs of rational numbers
9
Unit 9
Geometry and Measurement
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
H:  convert units within a measurement system, including the use of proportions and unit rates
H:  convert units within a measurement system, including the use of proportions and unit rates
8 - The student applies mathematical process standards to use geometry to represent relationships and solve problems.
A:  extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
A:  extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
B:  model area formulas for parallelograms, trapezoids, and triangles by decomposing and rearranging parts of these shapes
B:  model area formulas for parallelograms, trapezoids, and triangles by decomposing and 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
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
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
Quadrilaterals
Triangles
Compound figures
Rectangular prisms
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
Quadrilaterals
Triangles
Compound figures
Rectangular prisms
10
Unit 10
Data Analysis
12 - The student applies mathematical process standards to use numerical or graphical representations to analyze problems.
A:  represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots
Line plots
Stem-and-leaf plots
Histograms
Frequency tables
A:  represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots
Line plots
Stem-and-leaf plots
Histograms
Frequency tables
B:  use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution
B:  use the graphical representation of numeric data to describe the center, spread, and shape of 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
Measures of center
Measures of spread
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
Measures of center
Measures of spread
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
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
13 - The student applies mathematical process standards to use numerical or graphical representations to solve problems.
A:  interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots
Line plots
Stem-and-leaf plots
Histograms
Box plots
A:  interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots
Line plots
Stem-and-leaf plots
Histograms
Box plots
B:  distinguish between situations that yield data with and without variability
B:  distinguish between situations that yield data with and without variability
11
Unit 11
Personal Financial Literacy
14 - The 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.
A:  compare the features and costs of a checking account and a debit card offered by different local financial institutions
A:  compare the features and costs of a checking account and a debit card offered by different local financial institutions
B:  distinguish between debit cards and credit cards
B:  distinguish between debit cards and credit cards
C:  balance a check register that includes deposits, withdrawals, and transfers
C:  balance a check register that includes deposits, withdrawals, and transfers
D:  explain why it is important to establish a positive credit history
D:  explain why it is important to establish a positive credit history
E:  describe the information in a credit report and how long it is retained
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
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
G:  explain various methods to pay for college, including through savings, grants, scholarships, student loans, and work-study
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
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
12
Unit 12
Essential Understanding of Proportionality
4 - The student applies mathematical process standards to develop an understanding of proportional relationships in problem situations.
B:  apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
Rates, ratios, and percents
Proportions
B:  apply qualitative and quantitative reasoning to solve prediction and comparison of real-world problems involving ratios and rates
Rates, ratios, and percents
Proportions
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
G:  generate equivalent forms of fractions, decimals, and percents using real-world problems, including problems that involve money
H:  convert units within a measurement system, including the use of proportions and unit rates
H:  convert units within a measurement system, including the use of proportions and unit rates
5 - The student applies mathematical process standards to solve problems involving proportional relationships.
A:  represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
A:  represent mathematical and real-world problems involving ratios and rates using scale factors, tables, graphs, and proportions
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
B:  solve real-world problems to find the whole given a part and the percent, to find the part given the whole and the percent, and to find the percent given the part and the whole, including the use of concrete and pictorial models
13
Unit 13
Essential Understanding of Equations
6 - The student applies mathematical process standards to use multiple representations to describe algebraic relationships.
C:  represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
C:  represent a given situation using verbal descriptions, tables, graphs, and equations in the form y = kx or y = x + b
8 - The student applies mathematical process standards to use geometry to represent relationships and solve problems.
A:  extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
A:  extend previous knowledge of triangles and their properties to include the sum of angles of a triangle, the relationship between the lengths of sides and measures of angles in a triangle, and determining when three lengths form a triangle
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
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
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
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
10 - The student applies mathematical process standards to use equations and inequalities to solve problems.
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
Equation models
Solve equations
Solve inequalities
A:  model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts
Equation models
Solve equations
Solve inequalities
This document includes the IXL® skill alignments to Texas Curriculum Management Program Cooperative's TEKS Resource System curriculum. IXL provides skill alignments as a service to teachers, students, and parents. The skill alignments are provided by IXL and are not affiliated with, sponsored by, reviewed, approved or endorsed by Texas Curriculum Management Program Cooperative or any other third party. IXL® and IXL Learning® are registered trademarks of IXL Learning, Inc. All other intellectual property rights (e.g., unregistered and registered trademarks and copyrights) are the property of their respective owners.