Unpacking the EOC
6th Grade Released Items
Eligible Texas Essential Knowledge
and Skills
Texas Education Agency Student Assessment Division Fall 2010
“Think Around” the question and capture all thoughts
by jotting down what is being said.
In order for a 6th grade student to be able to master
this question what does the student need to know?
In order for a 6th grade student to be able to master this question what does the student need to know?
Let’s look at Vertical Alignment
2011 6th Grade STARR Mathematics Released Item~Question 7
6.6. (7.6)Geometry and spatial reasoning. The student uses geometric vocabulary to describe
angles, polygons, and circles. The student is expected to:
6.6B
identify relationships involving angles in
triangles and quadrilaterals
7 (B)
identify relationships involving angles in
triangles and quadrilaterals; and
CSCOPE Performance Indicators
Please note that Fig. 19 D is assessed through performance
indicators in every unit. Only a few were selected for this activity
6th Grade CSOPE Performance Indicators
Unit 6 Second Nine Weeks
Use a drawing of a triangle or quadrilateral to find each
angle measurement and classification. Generate a model
(e.g., sketch, computer-generated, etc.) of the drawing, and
label the angle measure using measurement notation and the
classification (e.g., acute, obtuse, or right) for each angle.
Validate each measure by explaining the angle
relationships and problem-solving processes. (6.6A, 6.6B;
6.8C; 6.11B, 6.11C, 6.11D; 6.13B)
Sample Performance Indicator:
A government surveyor provided the following diagram of
the new city park land. Sketch the diagram, and label the
angle measure using measurement notation and the
classification for each angle. Justify each measure by
explaining the angle relationships and problem solving
processes.
7th Grade CSOPE Performance Indicators
Unit 7 Third Nine Weeks
Generate a complete model (e.g., blueprint, design book, etc.) with labels of angle measures, dimensions,
and a geometric classification of each figure in a given real-life problem situation which involves length
and area. Use mathematical language to identify a pair of complementary and supplementary angles. Use
the complete model to find a reasonable solution to the real-life problem situation. Validate all solutions
with a calculator. Write a justification of the solution process describing the mathematical properties,
relationships, and formulas used to determine the angles, dimensions, and geometric classifications of the
figures in the problem. (7.2B, 7.2F, 7.2G; 7.3B; 7.4A; 7.6A, 7.6B; 7.8C; 7.9A; 7.13A, 7.13B, 7.13C,
7.13D; 7.14A; 7.15A, 7.15B)
Sample Performance Indicator:
Lisa has decided to replace the grass in her back yard and obtained a blueprint from her contractor. While
inspecting the blueprint, she noticed that not all of the measurements were noted for her pond, wooden
deck, and patio. She remembered that her yard is 14 yards long and 6 yards wide, the perimeter of the
wooden deck is 28.75 ft, and the semi-circumference of the patio is 12.56 ft.
Create a blueprint of Lisa’s backyard with labels of the angle measures and dimensions of the pond,
wooden deck, and patio. Use mathematical language to identify a pair of complementary and
supplementary angles and a classification of the geometric shape of the pond and wooden deck.
Use the blueprint to determine the amount of grass in square feet Lisa should purchase and a reasonable
estimate of the cost if she purchases a square foot of grass for $.75. Validate all solutions with a
calculator. Write a justification of the solution process describing the mathematical properties,
relationships, and formulas used to determine the area of the pond, wooden deck, and patio in order to
find the amount and cost of grass needed for the backyard.
Examining STAAR 6th Grade
Implications for Teaching
Number of Non-linguistic
Representation
Number of 7th Grade
Aligned SEs
Number of 8th Grade
Aligned SEs
DOK Levels
Total
1
2
3
4
Taught in
CSCOPE
1st and 4th
nine weeks
Units 1, 10
Readiness 6.1.B
(7.1.B, 8.1.B)
(1) Number, operation,
and quantitative
reasoning. The student
represents and uses
rational numbers in a
variety of equivalent
forms. The student is
expected to:
(B) generate equivalent
forms of rational
numbers including
whole numbers,
fractions, and decimals;
Processing 6.11.B (7.13.B,
8.14.B)
(11) Underlying processes and
mathematical tools. The student
applies Grade 6 mathematics to
solve problems connected to
everyday experiences,
investigations in other disciplines,
and activities in and outside of
school. The student is expected to:
(B) use a problem-solving model
that incorporates understanding the
problem, making a plan, carrying
out the plan, and evaluating the
solution for reasonableness;
Number of steps it takes to solve
the problem.
3 to 4 steps
DOK: Level (Evidence)
What part of the SE is
being tested?
Generate equivalent
rational number by
converting a fraction to a
decimal
Level 2 Retrieve information from a
table and use it to solve a multi-step
problem
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
Equivalent forms of non-negative
rational numbers (i)
Decimal (s)
Fraction (s)
How is it being tested?
It is asking students to
find the fractions and
convert to its decimal
equivalent.
What do the students
need to know in order to
answer the question
correctly?
Students need to know
how to pull the data from
the table to determine the
fraction as well as
convert the fraction into
a decimal.
Taught in
CSCOPE
st
1 , 3rd and 4th
nine weeks
Units 3, 7, 11, 12
Readiness 6.2.B (7.2.B,
8.2.B)
(2) Number, operation, and
quantitative reasoning. The
student adds, subtracts,
multiplies, and divides to
solve problems and justify
solutions. The student is
expected to:
(B) use addition and
subtraction to solve problems
involving fractions and
decimals;
Processing 6.11.B ( 7.13.B, 8.14.B)
(11) Underlying processes and
mathematical tools. The student applies
Grade 6 mathematics to solve problems
connected to everyday experiences,
investigations in other disciplines, and
activities in and outside of school. The
student is expected to:
(B) use a problem-solving model that
incorporates understanding the problem,
making a plan, carrying out the plan, and
evaluating the solution for reasonableness;
Number of steps it takes
to solve the problem.
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the
students need to
know in order to
answer the question
correctly?
Taught in
CSCOPE
nd
2 , 3rd and 4th
nine weeks
Units 4, 7, 10, 11, 12
Readiness 6.2.C
(7.2.D, 8.2.D)
(2) Number, operation,
and quantitative
reasoning. The student
adds, subtracts,
multiplies, and divides to
solve problems and
justify solutions. The
student is expected to:
(C) use multiplication
and division of whole
numbers to solve
problems including
situations involving
equivalent ratios and
rates;
Processing 6.11.B ( 7.13.B,
8.14.B)
(11) Underlying processes and
mathematical tools. The student
applies Grade 6 mathematics to
solve problems connected to
everyday experiences,
investigations in other disciplines,
and activities in and outside of
school. The student is expected to:
(B) use a problem-solving model
that incorporates understanding
the problem, making a plan,
carrying out the plan, and
evaluating the solution for
reasonableness;
Number of steps it takes to solve the problem.
What part of the SE
is being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being
tested?
What do the
students need to
know in order to
answer the
question
correctly?
Taught in
CSCOPE
nd
2 , 3rd and 4th
nine weeks
Units 4, 8, 11, 12
Readiness 6.3.C (7.3.B,
8.3.B)
(3) Patterns, relationships,
and algebraic thinking. The
student solves problems
involving direct proportional
relationships. The student is
expected to:
(C) use ratios to make
predictions in proportional
situations.
Processing 6.11.B (7.13.B, 8.14.B)
(11) Underlying processes and
mathematical tools. The student applies
Grade 6 mathematics to solve problems
connected to everyday experiences,
investigations in other disciplines, and
activities in and outside of school. The
student is expected to:
(B) use a problem-solving model that
incorporates understanding the problem,
making a plan, carrying out the plan, and
evaluating the solution for reasonableness;
Number of steps it takes to
solve the problem.
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the
students need to
know in order to
answer the
question
correctly?
Taught in
CSCOPE
2nd and 4th
nine weeks
Units 4, 5, 11, 12
Readiness 6.4.A (7.4.C, 8.5.C)
(4) Patterns, relationships, and algebraic
thinking. The student uses letters as
variables in mathematical expressions to
describe how one quantity changes when
a related quantity changes. The student is
expected to:
(A) use tables and symbols to represent
and describe proportional and other
relationships such as those involving
conversions, arithmetic sequences (with a
constant rate of change), perimeter and
area;
Processing 6.12.A (7.14.A, 8.15.A)
(12) Underlying processes and
mathematical tools. The student
communicates about Grade 6
mathematics through informal and
mathematical language, representations,
and models. The student is expected to:
(A) communicate mathematical ideas
using language, efficient tools,
appropriate units, and graphical,
numerical, physical, or algebraic
mathematical models;
Number of steps it takes
to solve the problem.
What part of the SE
is being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being
tested?
What do the
students need to
know in order
to answer the
question
correctly?
Taught in
CSCOPE
2nd and 4th
nine weeks
Units 5, 11
Readiness 6.5.A (7.5.B,
8.5.A)
(5) Patterns,
relationships, and
algebraic thinking. The
student uses letters to
represent an unknown in
an equation. The student
is expected to formulate
equations from problem
situations described by
linear relationships.
Processing 6.12.A (7.14.A, 8.15.A)
(12) Underlying processes and
mathematical tools. The student
communicates about Grade 6
mathematics through informal and
mathematical language,
representations, and models. The
student is expected to:
(A) communicate mathematical ideas
using language, efficient tools,
appropriate units, and graphical,
numerical, physical, or algebraic
mathematical models;
Number of steps it takes to solve
the problem.
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the
students need to
know in order to
answer the
question
correctly?
Taught in
CSCOPE
nd
2 nine weeks
Unit 6
Supporting 6.6.B
(7.6.B)
(6) Geometry and
spatial reasoning. The
student uses geometric
vocabulary to describe
angles, polygons, and
circles. The student is
expected to:
(B) identify
relationships involving
angles in triangles and
quadrilaterals; and
Processing 6.13.A
(7.15.A, 8.16.A)
(13) Underlying
processes and
mathematical tools. The
student uses logical
reasoning to make
conjectures and verify
conclusions. The student
is expected to:
(A) make conjectures
from patterns or sets of
examples and
nonexamples;
Number of steps it takes to solve the
problem.
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is implied
How is it being tested?
What do the
students need to
know in order to
answer the question
correctly?
Taught in
CSCOPE
rd
3 nine weeks
Unit 7
Readiness 6.6.C
(6) Geometry and spatial
reasoning. The student
uses geometric vocabulary
to describe angles,
polygons, and circles. The
student is expected to:
(C) describe the
relationship between
radius, diameter, and
circumference of a circle.
Processing 6.12.A (7.14.A,
8.15.A)
(12) Underlying processes and
mathematical tools. The student
communicates about Grade 6
mathematics through informal
and mathematical language,
representations, and models. The
student is expected to:
(A) communicate mathematical
ideas using language, efficient
tools, appropriate units, and
graphical, numerical, physical, or
algebraic mathematical models;
Number of steps it takes to solve the
problem.
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the
students need to
know in order to
answer the
question
correctly?
Taught in
CSCOPE
nd
2 nine weeks
Unit 5, 9
Supporting 6.7.A
(7.7.A, 8.7.D)
(7) Geometry and
spatial reasoning. The
student uses coordinate
geometry to identify
location in two
dimensions. The
student is expected to
locate and name points
on a coordinate plane
using ordered pairs of
non-negative rational
numbers.
Processing 6.11.D (7.13.D, 8.14.D)
(11) Underlying processes and mathematical
tools. The student applies Grade 6
mathematics to solve problems connected to
everyday experiences, investigations in other
disciplines, and activities in and outside of
school. The student is expected to:
(D) select tools such as real objects,
manipulatives, paper/pencil, and technology or
techniques such as mental math, estimation,
and number sense to solve problems.
Number of steps it takes to
solve the problem.
What part of the SE is
being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being tested?
What do the
students need to
know in order to
answer the question
correctly?
Taught in
CSCOPE
3rd and 4th
nine weeks
Units7, 8, 11
Readiness 6.8.B (7.9.C, 8.8.C)
(8) Measurement. The student
solves application problems
involving estimation and
measurement of length, area, time,
temperature, volume, weight, and
angles. The student is expected to:
(B) select and use appropriate
units, tools, or formulas to
measure and to solve problems
involving length (including
perimeter), area, time,
temperature, volume, and weight;
Processing 6.11.D (7.13.D, 8.14.D)
(11) Underlying processes and
mathematical tools. The student applies
Grade 6 mathematics to solve problems
connected to everyday experiences,
investigations in other disciplines, and
activities in and outside of school. The
student is expected to:
(D) select tools such as real objects,
manipulatives, paper/pencil, and technology
or techniques such as mental math,
estimation, and number sense to solve
problems.
Number of steps it takes
to solve the problem.
What part of the SE
is being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and
(I) if it is implied
How is it being
tested?
What do the
students need to
know in order to
answer the
question
correctly?
Taught in
CSCOPE
rd
3 nine weeks
Unit 8
Supporting 6.8.D
(8) Measurement. The
student solves
application problems
involving estimation and
measurement of length,
area, time, temperature,
volume, weight, and
angles. The student is
expected to:
(D) convert measures
within the same
measurement system
(customary and metric)
based on relationships
between units.
Processing 6.11.B (7.13.B,
8.14.B)
(11) Underlying processes
and mathematical tools. The
student applies Grade 6
mathematics to solve
problems connected to
everyday experiences,
investigations in other
disciplines, and activities in
and outside of school. The
student is expected to:
(B) use a problem-solving
model that incorporates
understanding the problem,
making a plan, carrying out
the plan, and evaluating the
solution for reasonableness;
Number of steps it takes to solve
the problem.
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the students
need to know in
order to answer the
question correctly?
Taught in
CSCOPE
th
4 nine weeks
Unit 10
Supporting 6.9.B (7.10.B,
8.11.A)
(9) Probability and statistics.
The student uses experimental
and theoretical probability to
make predictions. The student is
expected to:
(B) find the probabilities of a
simple event and its complement
and describe the relations
Number of steps it takes to solve the
problem.
What part of the SE is being tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it is
implied
How is it being tested?
What do the students
need to know in order to
answer the question
correctly?
Taught in
CSCOPE
3rd and 4th
nine weeks
Units 9, 10
Readiness 6.10.D
(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.
Processing 6.12.A (7.14.A,
8.15.A)
(12) Underlying processes and
mathematical tools. The student
communicates about Grade 6
mathematics through informal and
mathematical language,
representations, and models. The
student is expected to:
(A) communicate mathematical
ideas using language, efficient
tools, appropriate units, and
graphical, numerical, physical, or
algebraic mathematical models;
Number of steps it takes to solve
the problem.
What part of the SE is being
tested?
DOK: Level (Evidence)
Academic Vocabulary
Write (S) it is stated and (I) if it
is implied
How is it being tested?
What do the
students need to
know in order to
answer the question
correctly?