Revised for the Most Recent TEKS
Student Practice Book
Sample Booklet
Grade 6
Mathematics
(Revised TEKS)
Lori Mammen
Editorial Director
A Research-Based Series for Texas
For 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
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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. 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
STAAR MASTER® Sample Booklet
Since 1982
Newly Revised Math!
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Revised for the 2014–2015 eligible TEKS
R
Grades 3–8
arch Ba
sed
Rese
Mathematics
The TEKS for mathematics have undergone significant changes,
and we have revised our STAAR MASTER® Student Practice Books for Math accordingly.
T
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
O
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© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
Revised for the Most Recent TEKS
Since 1982
3
6
Math
Student Practice Book
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STAAR MASTER® Sample Booklet
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Revised for the Most Recent TEKS
Reading • Mathematics • Writing • Social Studies • Science • Algebra I
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• 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”
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• emphasis on readiness standards
• more open-ended (griddable) items
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• assessment of process skills
within context (mathematics,
science, and social studies)
• targeted practice in a variety of
contexts
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© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
STAAR MASTER
Selected pages from
®
Student Practice Book
Mathematics, Grade 6
for the State of Texas Assessments
of Academic Readiness
This page may not be reproduced.
Teacher Guide
Lori Mammen
Editorial Director
ISBN: 978-1-60539-931-7
Copyright 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 own
class is permissible. 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 Statement
ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment when
selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of
your 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 or
person, 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 affiliated
with or sponsored by the Texas Education Agency or the State of Texas.
© ECS Learning Systems, Inc.
5
STAAR MASTER® Sample Booklet
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®
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
6
© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
What’s Inside the Student Practice Book?
The STAAR MASTER® Student Practice Book provides
practice and review material for the Mathematics
portion of the State of Texas Assessments of Academic
Readiness (STAAR®).
• The practice items reflect the kinds of problems
students might encounter on the actual STAAR
assessment.
• 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 Essential
Knowledge and Skills (Texas Education Agency,
2014) standards.
• Each exercise is labeled for easy identification of
the TEKS-based reporting category, standard,
and expectation addressed in the practice items.
Items in the STAAR MASTER Student Practice Book
address the following mathematical concepts:
3. One person uses an average of
60 gallons of water per day. On
average, how many gallons of water
would you expect a family of 4 to use
in one week?
Record your answer in the boxes.
Then fill in the bubbles. Be sure to
use the correct place value.
.
+
•
•
•
•
•
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 Tags
Each exercise is labeled with a “skills tag” (see Figure 1,
below) for easy identification of the TEKS-based
reporting category, standard, and expectation addressed
in the problems.
Reporting Category
Reporting Category 1
Numerical Representations and Relationships
Figure 1: Exercise Skills Tag
0
0
0
0
0
1
1
1
1
1
1
2
2
2
2
2
2
3
3
3
3
3
3
4
4
4
4
4
4
5
5
5
5
5
5
6
6
6
6
6
6
7
7
7
7
7
7
8
8
8
8
8
8
9
9
9
9
9
9
Figure 2: Griddable Item for
Sixth-Grade Mathematics
This Teacher Guide includes—
• an overview of the Student Practice Book and
key characteristics of the STAAR program
• descriptions of STAAR MASTER complexity
levels
Expectation
Exercise 8
6.2D: Order a set of rational numbers arising from mathematical and real-world contexts (Readiness Standard)
Standard
–
0
This page may not be reproduced.
• Selected problems are “griddable items”
(see Figure 2), which reflects the format
used randomly throughout the actual
STAAR assessment.
(6.1A; 6.1F)
This page may not be reproduced.
• Several exercises address the same
standard/expectation, providing repeated
practice for students in a variety of contexts.
Griddable Items
In addition to multiple-choice items, STAAR
Mathematics assessments will also use open-ended
questions known as “griddable items.” This type of
assessment question allows students to reach the answer
without the influence of given answer choices. All
STAAR Mathematics assessments will include
griddable items. The Grade 6 answer grid will have
eight columns, with one column designated for a
positive or negative sign and one column designated for
a fixed decimal point (see Figure 2, below). Correct
answers are positive or negative numbers that range
from -9,999.99 to 9,999.99. To indicate their answer,
students must appropriately enter the number in the
boxes and then fill in the corresponding bubbles.
Students will not grid the units (e.g., ft). It is
acceptable to grid a zero that does not affect the value
of the correct answer. Students must enter a negative
sign for a negative number. If the student does not
mark a sign, the answer is assumed to be positive.
• strategies for test preparation and mathematics
instruction
• a master list of STAAR-eligible standards and
expectations addressed in the Mathematics
TEKS
• a complete answer key (with corresponding
complexity levels for the practice items)
© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide
3
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
© ECS Learning Systems, Inc.
7
This page may not be reproduced.
This page may not be reproduced.
STAAR MASTER® Sample Booklet
Readiness vs. Supporting Standards
The eligible, or tested, TEKS are divided into
“readiness standards” and “supporting standards,” with
greater emphasis on the former. Readiness standards
address broader, deeper ideas and are deemed more
critical for students to know. Supporting standards
address more narrowly defined ideas and will still be
assessed, although not emphasized. The STAAR
MASTER® Student Practice Book mirrors this balance of
readiness and supporting standards to provide
meaningful, authentic student practice for the STAAR®
assessment.
Rigor
What does rigor mean in assessment? For the STAAR
program, it means the cognitive complexity of items
assesses skills at a greater depth. Also, the test includes
more griddable items, allowing students to arrive at
answers independently through open-ended response.
The STAAR MASTER Student Practice Book provides
items written at varying levels of complexity to
accommodate the test’s rigor. (Refer to the “Depth of
Knowledge” section on this page and Box 1 on page 5
for more information about the levels of complexity in
practice items.)
Mathematical Process Standards
In the STAAR program, mathematical process
standards are not tested in isolation under a separate
reporting category. These critical skills are now
incorporated into the items from eligible TEKS and are
reported along with those content standards. Similarly,
in the STAAR MASTER Student Practice Book, students
are asked to demonstrate processes and tools used in
problem solving within the context of practice items
for other standards. When one of these skills is
incorporated into a practice item, the standard and
expectation are identified above the practice item
(see Figure 3, below).
Alignment
According to the mandate of No Child Left Behind
(2001), states are required to develop assessments that
tightly align to their content standards. To ensure that
this requirement is met, states and districts often
conduct alignment studies. In such a study, an
assessment is compared to the state’s content standards.
If an assessment is rigorous, the study will not yield
large disparities between the cognitive demands of the
expectations and those of the assessment.
(6.1E; 6.1F)
3. The table below shows a set of related
numbers.
a
b
5
16
10
31
15
46
20
61
25
76
Which equation best represents the
relationship of the numbers in the
table?
A
B
C
D
b = 3a
a = 3b + 1
b = 3a + 1
a = b + 11
(6.1E) create and use representations to organize,
record, and communicate mathematical ideas
Depth of Knowledge
Norman Webb’s (2002a) “depth-of-knowledge” model
is currently one of the most influential alignment
models in the field of education. “Depth of knowledge”
describes the degree of complexity of knowledge a
curricular item requires. Webb identifies four levels of
depth of knowledge: recall (Level 1), skill or concept
(Level 2), strategic thinking (Level 3), and extended
thinking (Level 4). Distinct cognitive demands occur
during each activity, or thinking process, level. The
items in the STAAR MASTER Student Practice Book
were aligned to the TEKS using a modified version of
the “depth-of-knowledge” model (see Box 1,
“Descriptions of STAAR MASTER® Complexity
Levels,” page 5). During the alignment process, the
complexity level of each item (designated “Low,”
“Moderate,” or “High”) was determined. The level of
each practice item can be found in the Answer Key.
(6.1F) analyze mathematical relationships to connect
and communicate mathematical ideas
Figure 3: Practice Item Testing Mathematical
Process Skills
4
© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
8
© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
collect and display data, or compare data. Some items also
require students to apply low-complexity skills and
concepts.
Descriptions of STAAR MASTER ®
Complexity Levels
The following descriptions provide an overview of the
three complexity levels used to align the STAAR
MASTER® Student Practice Book items to the eligible
Mathematics TEKS. Each explanation details the kinds of
activities that occur within each level. However, they do
not represent all of the possible thought processes for
each level.
1. A designer drew the floor plan of a
room on a grid as shown below.
Low Complexity
y
8
7
6
5
4
3
2
1
0
1
2
3
4
5
6
7
8
x
Which point is located inside the
room the designer drew?
3)
4—
C (5 4 1
Moderate Complexity (M)
Moderate-complexity items align with the TEKS at
Level 2 of the Webb model. Items of moderate complexity
involve both comprehension and the subsequent
processing of information. Activities at this level demand
more than one step in the reasoning process. Students are
asked to determine how to best solve the problem. An
item may ask students to generate a table of paired
numbers based on a real-life situation. Items may involve
using a model to solve a problem. At this cognitive level,
students will need to visualize for tasks such as extending
patterns and determining nonexamples. Items may involve
interpreting information from a simple graph, table, or
diagram. Some major concepts represented at this level
include classifying geometric figures, determining
probability, and using strategies to estimate. Items of this
complexity may ask students to classify, organize, observe,
W
R
X
S
Moderate Complexity
Y
T
High Complexity (H)
High-complexity items align with the TEKS at Level 3
and/or Level 4 of the Webb model*. Items of high
complexity require students to use strategic, multi-step
thinking; develop a deeper understanding of the
information; and extend thinking. The problems at this
level are non-routine and more abstract. Students are
asked to demonstrate more flexible thinking, apply prior
knowledge, make and test conjectures, and support their
responses. High-complexity items may require students to
make generalizations from patterns. Items may involve
interpreting information from a complex graph, table, or
diagram. At this cognitive level, students will need to
justify the reasonableness of a solution process when more
than one solution exists. Students will use concepts to
solve and explain problems, such as how changes in
dimensions affect the volume of a figure. A highcomplexity item may ask students to plan, reason, explain,
compare, differentiate, draw conclusions, cite evidence,
analyze, synthesize, apply, or prove. Some items also
require students to apply low- and/or moderatecomplexity skills and concepts.
(6.1A; 6.1B)
3. Izzy has a circular rug that covers
about 28 square feet of her bedroom
floor. What is the approximate
diameter of the rug?
A
B
C
D
This page may not be reproduced.
(6.1A; 6.1D)
1. Mrs. Bowers challenged her math
class to use the shapes shown below
to create a house using one rectangle
and one triangle. The house should
have a total area of exactly 16 square
inches.
This page may not be reproduced.
Low Complexity (L)
Low-complexity items align with the TEKS at Level 1 of
the Webb (2002a) model. Items of low complexity involve
recall and reproduction. Activities and problems at this
level require routine, single-step methods. An item may
ask students to recognize or restate a fact, definition, or
term. For example, students may need to identify
attributes of a geometric figure. Items of this complexity
may require students to follow a basic procedure with
clearly defined steps. At this cognitive level, students may
need to apply a formula or perform a simple algorithm.
Some major concepts represented at this level include
arithmetic facts, perimeter, and converting units of
measure. A low-complexity item may ask students to
identify, recognize, use, or measure information and
concepts.
(6.1D)
High Complexity
3 ft
6 ft
8 ft
14 ft
*Note: Although state standards may include expectations
that require extended thinking, many large-scale assessment
activities are not classified as Level 4. Performance and openended assessment may require activities at Level 4.
Box 1: Descriptions of STAAR MASTER ® Complexity Levels
© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide
5
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
© ECS Learning Systems, Inc.
9
STAAR MASTER® Sample Booklet
How to Use This Book
Other Suggestions for Instruction
Effective Test Preparation
What is the most effective way to prepare students for
any mathematics competency test? Experienced
educators know that the best test preparation includes
three critical components—
The STAAR MASTER Student Practice Book can serve
as a springboard for other effective instructional
strategies that help with test preparation.
• a strong curriculum that is aligned with the
content and skills to be assessed
• effective, relevant, and varied instructional
methods that allow students to learn content
and skills in many different ways
This page may not be reproduced.
This page may not be reproduced.
• targeted practice that familiarizes students with
the specific content and format of the test
Obviously, a strong curriculum and effective, relevant,
and varied instructional methods provide the
foundation for all appropriate test preparation.
Contrary to what some might believe, merely “teaching
the test” performs a great disservice to students.
Students must acquire knowledge, practice skills, and
have specific educational experiences that can never be
included on tests limited by time and in scope. For this
reason, resources like the STAAR MASTER® Student
Practice Book should never become the heart of the
curriculum or replace strong instructional methods.
Targeted Practice
The STAAR MASTER Student Practice Book does,
however, address the final element of effective test
preparation (targeted test practice). This book
familiarizes students with—
• the specific content of Texas’ competency test
• the general format of competency tests
Group Work
Teachers and students can work through selected
practice exercises together, noting the kinds of
problems and range of problem-solving techniques.
They should discuss common errors for each kind of
question and strategies for avoiding these errors.
Formulating Answers
Teachers may encourage students to use scratch work
to formulate their own answers on paper rather than
simply using mental math or guessing based on the
given answer choices. After solving a problem on their
own, students can read the given answer choices and
determine which one, if any, matches the answer they
have recorded. If they cannot find their solution among
the given answer choices, they can refer to their scratch
work and determine their error.
Developing Test Problems
Teachers may create additional problems that cover
skills in a different way than those provided in the
exercises. Teachers and students can also select “testtype” problems from other assigned math exercises.
Developing Fundamental Understanding
Teachers can promote the recognition of mathematics
in everyday life by developing problems relevant to
students’ daily experiences in the classroom and at
home. Working through problems that relate directly
to students’ experiences fosters understanding of
underlying processes and mathematical tools.
When students become familiar with both the content
and the format of a test, they know what to expect on
the actual test. This, in turn, improves their chances
for success.
Using STAAR MASTER® Products
Used as part of the regular curriculum, the STAAR
MASTER 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
6
© ECS Learning Systems, Inc. ! STAAR MASTER® Math, Grade 6, Teacher Guide
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
10
© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
Answer Key
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Reporting Category 1
Exercise 1
1. D (L) 2. B (L)
5. C (L)
3. D (L)
Exercise 2
1. B (L) 2. C (L)
5. B (L) 6. D (L)
3. B (L)
Exercise 3
1. D (L) 2. A (L)
5. B (M) 6. C (L)
3. D (L)
Exercise 4
1. C (M) 2. D (M)
4. C (L)
4. C (L)
#:01=-?1
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)
3. C (M)
4. A (M)
Exercise 22
1. D (M) 2. B (M)
5. C (M)
4. C (M)
Exercise 23
1. C (M) 2. C (M)
3. C (M)
4. A (M)
Exercise 24
1. C (M) 2. C (M)
5 A )
3. D (M)
3. B (M)
4. D (M)
)
3. C (M)
Exercise 6
534
This page may not be reproduced.
Exercise 5
1. B (M) 2. B (M)
5. C (M)
4. A (L)
":B #
2
2
2
2
2
2
STAAR MASTER Mathematics References
®
*All Web sites listed
were active at time of publication.
2
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
2
State Standards Initiative Web site: http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf
2
2
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 2
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).
T
STAAR MASTER® Student Practice Book, Teacher Guide—Mathematics, Grade 6
© ECS Learning Systems, Inc.
11
STAAR MASTER® Sample Booklet
STAAR MASTER
Selected pages from
®
Student Practice Book
Mathematics, Grade 6
This page may not be reproduced.
for the State of Texas Assessments
of Academic Readiness
Lori Mammen
Editorial Director
ISBN: 978-1-60539-925-6
Copyright 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 Statement
ECS Learning Systems, Inc., recommends that the purchaser/user of this publication preview and use his/her own judgment when
selecting lessons and activities. Please assess the appropriateness of the content and activities according to grade level and maturity of
your 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 or
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12
© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
Table of Contents
Mathematics Chart
Reporting Category 1
Numerical Representations and Relationships
Reporting Category 2
Computations and Algebraic Relationships
Reporting Category 3
Geometry and Measurement
Reporting Category 4
Data Analysis and Personal Financial Literacy
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STAAR MASTER® Student Practice Book—Mathematics, Grade 6
© ECS Learning Systems, Inc.
13
STAAR MASTER® Sample Booklet
Reporting Category 1
Numerical Representations and Relationships
Exercise 8
6.2D: Order a set of rational numbers arising from mathematical and real-world contexts (Readiness Standard)
(6.1F)
(6.1A; 6.1D; 6.1F)
1. Taryn has four pieces of ribbon with
3. A recipe for trail mix is shown below.
1 foot, 0.4 foot,
the lengths of —
Trail Mix Recipe
2
2 foot, and 1.04 feet. Which of the
—
3
!
following lists the ribbon lengths in
!
This page may not be reproduced.
This page may not be reproduced.
order from least to greatest?
!
1 ft
A 0.4 ft —
2
2 ft
B 1.04 ft —
3
1
2 ft
C — ft
—
2
3
2 ft
—
3
1 ft
—
2
1.04 ft
0.4 ft
1.04 ft
D 1.04 ft 0.4 ft
2 ft
—
3
1 ft
—
2
2. Which of the numbers below would
come first if they were listed in order
from least to greatest?
0.41
41.0
0.041
1.1 c dried cranberries
1 c roasted peanuts
1—
3
0.4 ft
(6.1F)
4.1
!
1 c almonds
1—
2
1.75 c raisins
4
—
10
1.4
A 0.41
4
B —
Which ingredient requires the least
amount in the recipe?
A
B
C
D
Almonds
Dried cranberries
Raisins
Roasted peanuts
(6.1A; 6.1F)
4. A coach records the batting averages
of the players on his baseball team.
The batting averages of the first four
players in the lineup are shown
below.
10
0.255
C 0.041
D 1.4
STAAR MASTER® Student Practice Book—Math, Grade 6
0.126
0.162
Which of the following lists the
batting averages in order from least
to greatest?
A
B
C
D
14
0.261
0.255
0.261
0.126
0.162
0.261
0.255
0.162
0.126
0.126
0.162
0.255
0.261
© ECS Learning Systems, Inc.
STAAR MASTER® Student Practice Book—Mathematics, Grade 6
14
© ECS Learning Systems, Inc.
0.162
0.126
0.261
0.255
STAAR MASTER® Sample Booklet
Reporting Category 2
Computations and Algebraic Relationships
Exercise 13
6.4A: Compare two rules verbally, numerically, graphically, and symbolically in the form of 7 = ax or y = x + a in order
to differentiate between additive and multiplicative relationships (Supporting Standard)
Use the following information to answer
questions 1–3.
(6.1A; 6.1D; 6.1F)
The tables below show the total number of
hours that Janie and Philip spend in an
after-school class over a 4-week period.
2. In the expression below, Philip used
n to represent the number of weeks
he attended art class. He used the
expression to find the total number
of hours he spent in class.
Janie’s Ballet Class
2n
Number
of Weeks
Total Hours
1
2
3
4
3
6
9
12
Total Hours
1
2
3
4
2
4
6
8
2n
3n
n+2
n+3
(6.1A; 6.1D; 6.1F)
(6.1A; 6.1D; 6.1G)
1. Which statement correctly compares
the total amount of time Janie spends
in ballet class and the total amount of
time Philip spends in art class each
week?
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.
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3. Janie and Philip extended their tables
to show the total amount of time
they spent in their classes after 5
weeks. What was the difference
between their total times at the end
of 5 weeks?
A
B
C
D
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Number
of Weeks
A
B
C
D
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Philip’s Art Class
Which expression could Janie use to
represent the number of weeks she
attended ballet class?
2 hr
3 hr
4 hr
5 hr
STAAR MASTER® Student Practice Book—Math, Grade 6
49
STAAR MASTER® Student Practice Book—Mathematics, Grade 6
© ECS Learning Systems, Inc.
15
STAAR MASTER® Sample Booklet
Reporting Category 3
Geometry and Measurement
Exercise 10
6.8D: Determine solutions for problems involving area of rectangles, parallelograms, trapezoids, and triangles, and
volume of right rectangular prisms where dimensions are positive rational numbers
(6.1D)
(6.1A; 6.1F)
1. Mrs. Bowers challenged her math
class to use the shapes shown below
to create a house using one rectangle
and one triangle. The house should
have a total area of exactly 16 square
inches.
This page may not be reproduced.
This page may not be reproduced.
W
R
X
S
Y
2. A rectangular swimming pool is 20
feet long, 15 feet wide, and 6 feet
deep. How much water is needed to
fill the pool completely?
A
B
C
D
41ft3
300 ft3
1,800 ft3
3,600 ft3
(6.1A; 6.1D; 6.1F)
3. Mr. Garcia created a triangular
flowerbed like the one shown below.
T
16 in.
Scale:
= 1 in.
Which of the following choices will
work?
A
B
C
D
74
Triangle X with Rectangle R
Triangle W with Rectangle T
Triangle X with Rectangle T
Triangle Y with Rectangle S
STAAR MASTER® Student Practice Book—Math, Grade 6
20 in.
12 in.
What is the area of the flowerbed?
A
B
C
D
96 in.2
160 in.2
192 in.2
3,840 in.2
© ECS Learning Systems, Inc.
STAAR MASTER® Student Practice Book—Mathematics, Grade 6
16
© ECS Learning Systems, Inc.
STAAR MASTER® Sample Booklet
Reporting Category 4
Data Analysis and Personal Financial Literacy
Exercise 11
6.13A: Interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots (Readiness
Standard)
Use the information below to answer questions 1–3.
The stem-and-leaf plot below shows the ages of people attending a family reunion.
Stem
0
2
1
0
1
0
0
1
6
1
2
1
0
1
1
2
2
1
3
2
2
2
2
3
3
6
2
3
3
2
7
4
7
3
3
3
2
8
5
6
7
4
9
6
6
8
5
7
7
9
6
9
9
9
6 7 8 9 9
(6.1D; 6.1E)
1. How many people between the ages
of 25 and 55 attended the family
reunion?
A
B
C
D
9
7
4
6
6
4
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(6.1D; 6.1E)
8
7
3
4
3
3
4
30
34
42
3. What was the median age of those
who attended the family reunion?
A
B
C
D
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1
2
3
4
5
6
7
8
9
Leaf
40 years
42 years
46 years
64 years
(6.1D; 6.1E)
2. What was the range in the ages of
those who attended the family
reunion?
A
B
C
D
10 years
77 years
80 years
86 years
© ECS Learning Systems, Inc.
STAAR MASTER® Student Practice Book—Math, Grade 6
103
STAAR MASTER® Student Practice Book—Mathematics, Grade 6
© ECS Learning Systems, Inc.
17
STAAR MASTER® Sample Booklet
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