Visit SiriusEducationSolutions.com GRADE 6 GRADE 6 ...€¦ · Zinger 3 62% 6.3E Lesson 3 6 ... 4...

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NEW TEKS

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GRADE 6 MATHEMATICSSTAAR® ZINGERSSolving the Most-Missed STAAR® Test Items

STAAR® is a registered trademark of the Texas Education Agency, which does not endorse this program or its content.

• Challenging test items engage students. • Interactive instruction promotes student thinking.• Guided practice builds test-taking confidence.

Visit SiriusEducationSolutions.com for additional STAAR EOC resources.

Part 1: ZINGERSZinger 1 58% IncorrectZinger 2 50% IncorrectZinger 3 62% IncorrectZinger 4 60% IncorrectZinger 5 44% IncorrectZinger 6 74% IncorrectZinger 7 45% IncorrectZinger 8 66% IncorrectZinger 9 46% IncorrectZinger 10 57% IncorrectZinger 11 50% IncorrectZinger 12 60% IncorrectZinger 13 50% IncorrectZinger 14 51% IncorrectZinger 15 64% IncorrectZinger 16 69% IncorrectZinger 17 57% IncorrectZinger 18 60% IncorrectZinger 19 70% IncorrectZinger 20 62% Incorrect

Part 2: ON YOUR OWN16 Mixed Readiness TEKS

STAAR Practice Items

GRADE 6MATHEMATICS

ZINGERS CONTENTS

Use with Your Students!

STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALSAREA

Triangle A h= 12

b

Rectangle or parallelogram A bh=

Trapezoid A b+12 1

(b= h2)

VOLUME

Rectangular prism V Bh=

65

43

21

0Inches8

7

STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALS

LENGTH

Customary Metric

1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)

VOLUME AND CAPACITY

Customary Metric

1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (mL)

1 quart (qt) = 2 pints (pt)

1 pint (pt) = 2 cups (c)

1 cup (c) = 8 fluid ounces (fl oz)

WEIGHT AND MASS

Customary Metric

1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

10

23

45

67

89

1011

1213

1415

1617

1819

20Cen

timet

ers

Copyright © 2017 by Sirius Education Solutions LLC. All rights reserved. No part of this work may be reproduced or distributed in any form or by any means, electronic, mechanical, photocopying, scanning, recording, or stored in a database or retrieval system, without the prior written permission of the publisher.

STAAR® is a registered trademark of the Texas Education Agency. The Texas Education Agency does not endorse this program or its content. Sirius Education Solutions LLC is not affiliated with the Texas Education Agency or the State of Texas.

STAAR® test questions copyright © by the Texas Education Agency. All rights reserved.

Printed in Texas.

ISBN: 978-1-943008-54-4

Possession of this publication in print format does not entitle users to convert this publication, or any portion of it, into electronic format.

Thank you for respecting the copyright and supporting the hard work involved in creating this product.

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i Table of Contents

Table of ContentsWelcome Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiUsing the Grade 6 Mathematics Zingers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .iiiSTAAR Problem-Solving Strategies: 3 Keys to Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . vGreat Griddables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viii

1 Zingers —Solving the Most-Missed STAAR Test Items (Spring 2016)

Percent Answering Incorrectly TEKS

Correlations toGrade 6 Math: Readiness

Review and Practice PageDate Due Done

Zinger 1 58% 6.3D Lesson 1 2


Zinger 3 62% 6.3E Lesson 3 6

Zinger 4 60% 6.4G Lesson 4 8

Zinger 5 44% 6.7A Lesson 5 10


Zinger 7 45% 6.4B Lesson 7 14








Zinger 15 64% 6.12C Lesson 15 30


Zinger 17 57% 6.4E Supporting Success 1 34

Zinger 18 60% 6.9A Supporting Success 2 36

Zinger 19 70% 6.10B Supporting Success 3 38

Zinger 20 62% 6.8A Supporting Success 4 40

2 On Your Own —Mixed Readiness Practice (13 STAAR Test Items)

TEKS


Review and Practice TEKS


Review and Practice

1 6.4H Lesson 12 9 6.4G Lesson 4

2 6.4B Lesson 7 10 6.13A Lesson 16

3 6.12D Lesson 14 11 6.3D Lesson 1

4 6.2D Lesson 2 12 6.6C Lesson 11

5 6.10A Lesson 9 13 6.5B Lesson 8

6 6.12C Lesson 15 14 6.7A Lesson 5

7 6.7D Lesson 6 15 6.3E Lesson 3

8 6.11A Lesson 10 16 6.8D Lesson 13

Reference Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . inside front cover & back cover

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© Sirius Education Solutions

ii Welcome Letter

Dear Students,

There are many important qualities of character and intelligence that the STAAR tests are not designed to measure—as this cartoon shows.

Dys

lexi

cKid

s.ne

t

Qualities Not Measured by STAAR Tests

Big-Picture ThinkingComp�ionReliabilityMotivationHumorEmpathy

Sense of Beauty

Humility

Sense of Wonder

PersistenceCuriosityEnthusiasm

COURAGE

LeadershipCreativityCivic-Minded

Resourcefulness

PositivityResilience

What the STAAR Grade 6 Mathematics test does measure is your ability to solve specific kinds of math problems. The lessons in this workbook will teach you how to approach and successfully answer STAAR test questions.

Zingers — Solving the Most-Missed Test ItemsZingers challenge and support all students to think in ways that help them solve STAAR problems. Each Zinger presents one of the most difficult released STAAR test items and guides you to read for understanding, plan and solve the problem, and reflect on the solution process. Finally, you practice with a similar test item to apply what you learned.

Practicing Smart Is the Secret to STAAR Success There is a secret to success on the STAAR tests — practice, practice, and more practice. However, not all practice is the same . . . so you want to practice smart.

First, practice with test questions that are likely to appear on the actual STAAR test. That’s easy, since this workbook is full of them! Next, focus on your weaknesses — the types of questions that you most need to improve. Think of it like this: if your basketball shot needs improvement, you don’t practice dribbling. Instead, you practice shooting.

Focusing on your weaknesses also means analyzing each test question you get wrong. Why did you get it wrong? If your basketball shot is off, you identify what you are doing wrong (aiming too far left) and correct it with your next shot (aim further right).

When you practice, give each question your full attention. (Take a short break after you answer the question.) Your attention is like a muscle that you can build by using it, one practice test question at a time. Do you believe unfocused, sloppy practice of your basketball shot will help you perform during a big game? Your attention is your greatest power. You develop it with practice.

Preparing for the STAAR test can actually be a fun challenge. And when you practice smart, you are building life skills at the same time you prepare for the STAAR test!

Your partners in STAAR success,

The Sirius Education Team

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iii Using the Grade 6 Mathematics Zingers

Using the Grade 6 Mathematics Zingers

1 READ and UNDERSTANDGood problem solvers carefully read and reread the problem. Use the interactive questions to help you identify key facts such as:

• What information is given?

• What does the problem ask for?

• What key concepts do you need?

2 PLAN and SOLVEExamine what two students think as they attempt to solve the problem.

The students often use different methods to solve the problem. They might make mistakes. Correcting these mistakes helps you avoid making common mistakes on the STAAR test.

3 LOOK BACKWhat do you think? What did you learn from the other students’ solution processes?

Reflecting on the problem will help you remember it when you see similar problems on the STAAR test.

4 GUIDED PRACTICENow it’s your turn to solve a similar problem.

Use the interactive solution to avoid careless errors. With practice, you can solve the problems most students missed!

5 INDEPENDENT PRACTICEApply what you learned with more practice.

After this, you will feel more confident that you can succeed on the STAAR test. After all, you just solved one of the hardest problems!

4 Grade 6 Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items

6.2D Order a set of rational numbers arising from mathematical and real-world contexts.

READ and UNDERSTAND Read the problem carefully. 50% of students missed this one!

1. The table shows the number of spent practicing by four students.

2. Each answer choice is a list of the . The correct list starts with the

student who practiced the shortest | longest time.

PLAN and SOLVE Read what each student thinks.

River thinks. . .All of the times have the whole number 1, so I can compare just the fractions. Looking at the fractions, 12 is more than 2, 3, or 4, so Jacob’s time must be the greatest. That means that Jacob’s name should be last in the list. Only D has Jacob last.

My choice is D.

Ashton thinks. . .I know from a number line that 1 _ 4 is less than 1 _

2 ,

and 1 _ 2 is less than 2 _

3 . I also know 1 _

2 = 6 __

12 , so

7 __ 12

is more than 1 _ 2 .

I can rewrite 2 _ 3 as 2 _

3 ´ 4 _ 4 = 8 ___

12 , so 7 __

12 is less

than 2 _ 3 .

My choice is C.

3. River compares the fractions by

looking at their numerators |

denominators .

4. Ashton correctly | incorrectly

rewrites as 2 __ 3 as 8 ___

12 by multiplying 2 __

3

by 4 __ 4 , which is the same as 1.

The table shows the amount of time four students practiced the trumpet one day. STAAR Grade 6 2016 #15

Trumpet Practice Times

Name Time (hours)

Cole 1 2 _ 3

Gus 1 1 _ 2

Ryan 1 1 _ 4

Jacob 1 7 __ 12

Which list shows the names of the students in order from the least amount of practice time to the greatest amount of practice time?

A Ryan, Jacob, Cole, Gus C Ryan, Gus, Jacob, Cole

B Cole, Jacob, Gus, Ryan D Gus, Ryan, Cole, Jacob

ZINGER 2

5 Zinger 2

LOOK BACK Answer each question.

5. Explain River’s mistake.

6. Ashton thinks of a number line to order the numbers. Another way is to rewrite

the fractions so they all have the same numerator | denominator .

7. The least common denominator of the fractions is . Rewrite the fractions using this denominator.

1 2 __ 3 = 1 _____ 1 1 __

2 = 1 _____ 1 1 __ 4 = 1 _____ 1 7 ___

12 = 1 _____

8. Order the numbers from least to greatest.

9. The correct answer choice is A | B | C | D .

GUIDED PRACTICE Read the problem carefully.

10. The correct list begins with the least | greatest distance.

11. By looking at just the whole numbers, the greatest number in the list is

and the least number is .

12. For the other two numbers, the whole number is . You canrewrite the fractions with a common denominator. The least common

denominator is .

13. The correct answer choice is F | G | H | J .

INDEPENDENT PRACTICE Order each list of numbers from least to greatest.

14. 3 ___ 10

, 2 __ 5 , 1 __ 2 , 1 __ 5 15. 2 2 __

3 , 2 1 __

2 , 2 5 __

6 , 2 1 __

3

The distances in miles that Mia walks each day Monday through Thursday are given below.

1 1 __ 2 , 1 4 __

5 , 7 ___

10 , 2 1 __

4

Which list shows these distances in order from greatest to least?

F 7 ___ 10

, 1 1 __ 2 , 1 4 __

5 , 2 1 __

4 H 2 1 __

4 , 1 1 __

2 , 1 4 __

5 , 7 ___

10

G 7 ___ 10

, 1 4 __ 5 , 1 1 __

2 , 2 1 __

4 J 2 1 __

4 , 1 4 __

5 , 1 1 __

2 , 7 ___

10

1

3

2

4

5

TEKS with full text

Fill in the blanks.

Circle the answer.

Show your thinking.

Complete the step-by-step solution.

Challenge Yourself Try to solve the problem without looking at the instruction below it.

When taking the STAAR Grade 6 Math test, you will have both graph paper and scratch paper. You will also have a 2-page Reference Sheet that is on the inside of the covers of this workbook.

Wow, 50% of the students tested missed this problem!

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6.2D Order a set of rational numbers arising from mathematical and real-world contexts.


1. The table shows the number of spent practicing by four students.

2. Each answer choice is a list of the . The correct list starts with the

student who practiced the shortest | longest time.


River thinks. . .All of the times have the whole number 1, so I can compare just the fractions. Looking at the fractions, 12 is more than 2, 3, or 4, so Jacob’s time must be the greatest. That means that Jacob’s name should be last in the list. Only D has Jacob last.

My choice is D.

Ashton thinks. . .I know from a number line that 1 _ 4 is less than 1 _

2 ,

and 1 _ 2 is less than 2 _

3 . I also know 1 _

2 = 6 __

12 , so

7 __ 12

is more than 1 _ 2 .

I can rewrite 2 _ 3 as 2 _

3 × 4 _ 4 = 8 ___

12 , so 7 __

12 is less

than 2 _ 3 .

My choice is C.

3. River compares the fractions by

looking at their numerators |

denominators .

4. Ashton correctly | incorrectly

rewrites as 2 __ 3 as 8 ___

12 by multiplying 2 __

3

by 4 __ 4 , which is the same as 1.

The table shows the amount of time four students practiced the trumpet one day. STAAR Grade 6 2016 #15

Trumpet Practice Times

Name Time (hours)

Cole 1 2 _ 3

Gus 1 1 _ 2

Ryan 1 1 _ 4

Jacob 1 7 __ 12

Which list shows the names of the students in order from the least amount of practice time to the greatest amount of practice time?

A Ryan, Jacob, Cole, Gus C Ryan, Gus, Jacob, Cole

B Cole, Jacob, Gus, Ryan D Gus, Ryan, Cole, Jacob

ZINGER 2

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5 Zinger 2


5. Explain River’s mistake.

6. Ashton thinks of a number line to order the numbers. Another way is to rewrite

the fractions so they all have the same numerator | denominator .

7. The least common denominator of the fractions is . Rewrite the fractions using this denominator.

1 2 __ 3 = 1 _____ 1 1 __

2 = 1 _____ 1 1 __ 4 = 1 _____ 1 7 ___

12 = 1 _____

8. Order the numbers from least to greatest.



10. The correct list begins with the least | greatest distance.

11. By looking at just the whole numbers, the greatest number in the list is

and the least number is .

12. For the other two numbers, the whole number is . You canrewrite the fractions with a common denominator. The least common

denominator is .


INDEPENDENT PRACTICE Order each list of numbers from least to greatest.

14. 3 ___ 10

, 2 __ 5 , 1 __ 2 , 1 __ 5 15. 2 2 __

3 , 2 1 __

2 , 2 5 __

6 , 2 1 __

3

The distances in miles that Mia walks each day Monday through Thursday are given below.

1 1 __ 2 , 1 4 __

5 , 7 ___

10 , 2 1 __

4

Which list shows these distances in order from greatest to least?

F 7 ___ 10

, 1 1 __ 2 , 1 4 __

5 , 2 1 __

4 H 2 1 __

4 , 1 1 __

2 , 1 4 __

5 , 7 ___

10

G 7 ___ 10

, 1 4 __ 5 , 1 1 __

2 , 2 1 __

4 J 2 1 __

4 , 1 4 __

5 , 1 1 __

2 , 7 ___

10

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6.8D 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.


1. The diagram shows the of a rectangular prism.

You are asked to measure its dimensions to the nearest .

2. The height of the rectangular prism is centimeters.

3. You must find the of the rectangular prism.


Beth thinks . . .The volume of a rectangular prism is the area of the base times the height. To the nearest centimeter, the length of the base rectangle is 5 and the width is 4. So the area of the base is A = lw = 5(4) = 20. Multiplying by the height of 12, I get 20(12) = 240.My choice is D.

Jennifer thinks . . .Measuring the rectangle to the nearest centimeter, the dimensions are 4 cm by 5 cm. 4(5) = 20My choice is B.

4. Beth multiplies | adds the

length, width, and height of the prismto find the volume.

5. Jennifer correctly | incorrectly

finds the area of the base.

The rectangle below represents the base of a rectangular prism. Use the ruler provided to measure the dimensions of the rectangle to the nearest centimeter.

The height of the rectangular prism is 12 centimeters. What is the volume of the rectangular prism? STAAR Grade 6 2016 #7

A 32 cm3 C 360 cm3

B 20 cm3 D 240 cm3

ZINGER 13

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27 Zinger 13


6. The Reference Sheet gives the formula A = bh for the area of a rectangle.

Beth uses A = lw. Is Beth’s formula incorrect? Explain.

7. Explain Jennifer’s mistake.



9. The Reference Sheet gives the formula A = for the area of a

triangle. In this formula, stands for the triangle’s base and

stands for the height.

10. The triangle’s height is represented by the dashed line. To the nearest

centimeter, the height is cm. The base is cm.


INDEPENDENT PRACTICE Solve the problem.

12. Measure the dimensions of the parallelogram to the

nearest centimeter. What is the area of the parallelogram?

cm2

Ms. Chen will paint a triangular tile. A drawing of the tile is shown. Use the ruler provided to measure the dimensions of the tile to the nearest centimeter. STAAR Grade 6 2016 #48

Which measurement is closest to the area of the tile in square centimeters?

F 12 cm2 H 15 cm2

G 24 cm2 J 30 cm2

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1. The measure of ÐG is degrees and the measure of ÐH is

degrees.

2. The correct answer is a number that gives the measure of

in .


Justice thinks. . .First I’ll add the two given angle measures.

12 7+ 33.5

46.2

Then I’ll subtract the answer from 180 degrees.

180.0− 46.2133.8

The measure of ÐF is 133.8 degrees.

Emaan thinks. . .In any triangle, the three angles add to 180 degrees. In this triangle, the sum of

ÐG and ÐH is: 127.0

+ 33.5160.5

Subtracting from 180, I get: 180.0

− 160.519.5

ÐF is 19.5 degrees.

To check, I’ll add the three angles: 127 + 33.5 + 19.5 = 180 ✓

3. Justice’s answer to 127 + 33.5

is | is not reasonable.

4. Emaan correctly | incorrectly

adds the given angle measures andthen subtracts from 180.

In triangle FGH shown below, what is the measure of ÐF in degrees? STAAR Grade 6 2016 #16

G

F H127°

33.5°

Record your answer in the grid. Be sure to use the correct place value.

0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

6

7

8

9

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5

6

7

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5

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4

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6.8A 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.

ZINGER 20

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41 Zinger 20


5. What mistake(s) does Justice make? Explain.

6. The correct answer is . Enter this answer in the grid and shade

the appropriate bubbles.


7. The sum of the three angle measures in a triangle is 360° | 180° .

8. The sum of the measures of ÐA and ÐB is °.

9. The next step is to add | subtract the sum found in #8 from 180.

10. The correct answer is . Enter this answer in the grid andshade the appropriate bubbles.

INDEPENDENT PRACTICE Solve each problem.

11. In triangle XYZ, the measure of ÐX is 70° and ÐY has the same measure

as ÐZ. What is the measure of ÐY? °

12. The three angles in triangle PQR have the same measure.

What is the measure of ÐR? °

13. Can the three angles in a triangle measure 50°, 95°, and 50°? Explain.

14. Can the three angles in a triangle measure 45°, 90°, and 45°? Explain.

In triangle ABC, what is the measure of ÐC in degrees?

C

A

B35°

72.5° 0

1

2

3

4

5

6

7

8

9

0

1

2

3

4

5

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37

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and

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DER

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D

Rea

d t

he

pro

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m c

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of

stu

den

ts m

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on

e!

1.

The

tab

le s

ho

ws

the

nu

mb

er o

f s

pen

t p

ract

icin

g b

y fo

ur

stu

den

ts.

2.

Each

an

swer

ch

oic

e is

a li

st o

f th

e .

The

corr

ect

list

star

ts w

ith

th

e

stu

den

t w

ho

pra

ctic

ed t

he

sho

rtes

t |

lon

ges

t ti

me.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Riv

er

thin

ks.

. .

All o

f the

tim

es h

ave

the

who

le n

umbe

r 1, s

o I

can

com

pare

just

the

fract

ions

. Loo

king

at t

he

fract

ions

, 12

is m

ore

than

2, 3

, or 4

, so

Jaco

b’s

time

mus

t be

the

grea

test

. Tha

t mea

ns th

at

Jaco

b’s n

ame

shou

ld b

e la

st in

the

list.

Onl

y D

has J

acob

last

.

My

choi

ce is

D.

Ash

ton

th

ink

s. .

.I k

now

from

a n

umbe

r lin

e th

at 1 _ 4 is

less

than

1 _ 2 ,

and

1 _ 2 is le

ss th

an 2 _ 3 .

I also

kno

w 1 _ 2 =

6 __

12

, so

7 __

12

is m

ore

than

1 _ 2 .

I can

rew

rite

2 _ 3 as

2 _ 3 × 4 _ 4 =

8 __

_ 12

, so

7 __

12

is le

ss

than

2 _ 3 .

My

choi

ce is

C.

3.

Riv

er c

om

par

es t

he

frac

tio

ns

by

loo

kin

g a

t th

eir

nu

mer

ato

rs

|

den

om

inat

ors

.

4.

Ash

ton

co

rrec

tly

| in

corr

ectl

y

rew

rite

s as

2 __ 3 as

8 ___

12 b

y m

ult

iply

ing

2 __ 3

by

4 __ 4 , w

hic

h is

th

e sa

me

as 1

.

The

tabl

e sh

ows

the

amou

nt o

f tim

e fo

ur s

tude

nts

prac

ticed

the

tru

mpe

t on

e da

y.

ST

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#15

Trum

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Prac

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Tim

es

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(hou

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Col

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2 _ 3

Gus

1 1 _ 2

Rya

n1

1 _ 4

Jaco

b1

7 __

12

Whi

ch li

st s

how

s th

e na

mes

of th

e st

uden

ts in

ord

er f

rom

the

leas

t am

ount

of

prac

tice

time

to t

he g

reat

est

amou

nt o

f pr

actic

e tim

e?

A

Rya

n, J

acob

, C

ole,

Gus

C

Rya

n, G

us,

Jaco

b, C

ole

B

Col

e, J

acob

, G

us,

Rya

n D

G

us,

Rya

n, C

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Jac

ob

ZIN

GER

2

ho

urs

stu

den

ts

10%

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f st

ud

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© Sirius Education Solutions Zinger 2 4–5

Teacher’s Edition Sampler

27

Zin

ge

r 13

LOO

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CK

An

swer

eac

h q

ues

tio

n.

6.

Th

e R

efer

ence

Sh

eet

giv

es t

he

form

ula

A =

bh

fo

r th

e ar

ea o

f a

rect

ang

le.

Bet

h u

ses

A =

lw. I

s B

eth

’s f

orm

ula

inco

rrec

t? E

xpla

in.

7.

Exp

lain

Jen

nif

er’s

mis

take

.

8.

Th

e co

rrec

t an

swer

ch

oic

e is

A

|

B

| C

|

D

.

GUI

DED

PRA

CTIC

E

Rea

d t

he

pro

ble

m c

aref

ully

.

9.

Th

e R

efer

ence

Sh

eet

giv

es t

he

form

ula

A =

f

or

the

area

of

a

tria

ng

le. I

n t

his

fo

rmu

la,

sta

nd

s fo

r th

e tr

ian

gle

’s b

ase

and

sta

nd

s fo

r th

e h

eig

ht.

10.

Th

e tr

ian

gle

’s h

eig

ht

is r

epre

sen

ted

by

the

das

hed

lin

e. T

o t

he

nea

rest

cen

tim

eter

, th

e h

eig

ht

is

cm

. Th

e b

ase

is

cm

.

11.

Th

e co

rrec

t an

swer

ch

oic

e is

F

| G

|

H

| J

.

IND

EPEN

DEN

T PR

ACTI

CE

Solv

e th

e p

rob

lem

.

12.

Mea

sure

th

e d

imen

sio

ns

of

the

par

alle

log

ram

to

th

e

nea

rest

cen

tim

eter

. Wh

at is

th

e ar

ea o

f th

e p

aral

lelo

gra

m?

cm

2

Ms.

Che

n w

ill p

aint

a t

rian

gula

r til

e. A

dra

win

g of

the

tile

is s

how

n. U

se t

he r

uler

pr

ovid

ed t

o m

easu

re t

he d

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sion

s of

the

tile

to

the

near

est

cent

imet

er.

ST

AA

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Whi

ch m

easu

rem

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is c

lose

st t

o th

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squ

are

cent

imet

ers?

F 12

cm

2 H

15

cm

2

G

24 c

m2

J 30

cm

2No;

sam

ple

expl

anat

ion:

In

both

form

ulas

, the

are

a is

the

prod

uct o

f the

rect

angl

e’s d

imen

sions

.

Jen

nif

er d

oes

no

t m

ult

iply

th

e ar

ea o

f th

e b

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by

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Item

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robl

ems

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, par

alle

logr

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tr

apez

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, and

tria

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s an

d vo

lum

e of

rig

ht r

ecta

ngul

ar p

rism

s w

here

dim

ensi

ons

are

posi

tive

ratio

nal n

umbe

rs.

READ

and

UN

DER

STAN

D

Rea

d t

he

pro

ble

m c

aref

ully

. 50%

of

stu

den

ts m

isse

d t

his

on

e!

1.

The

dia

gra

m s

ho

ws

the

of

a re

ctan

gu

lar

pri

sm.

Yo

u a

re a

sked

to

mea

sure

its

dim

ensi

on

s to

th

e n

eare

st

.

2.

The

hei

gh

t o

f th

e re

ctan

gu

lar

pri

sm is

c

enti

met

ers.

3.

You

mu

st fi

nd

th

e o

f th

e re

ctan

gu

lar

pri

sm.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Beth

th

ink

s .

. .

The

volu

me

of a

rect

angu

lar p

rism

is th

e ar

ea

of th

e ba

se ti

mes

the

heig

ht. T

o th

e ne

ares

t ce

ntim

eter

, the

leng

th o

f the

bas

e re

ctan

gle

is 5

and

the

wid

th is

4. S

o th

e ar

ea o

f the

bas

e is

A

= lw

= 5

(4) =

20.

Mul

tiplyi

ng b

y th

e he

ight

of

12,

I ge

t 20(

12) =

240

.M

y ch

oice

is D

.

Jen

nif

er

thin

ks

. .

.M

easu

ring

the

rect

angl

e to

the

near

est

cent

imet

er, t

he d

imen

sions

are

4

cm b

y 5

cm.

4(5)

= 2

0M

y ch

oice

is B

.

4.

Bet

h

mu

ltip

lies

| ad

ds

the

len

gth

, wid

th, a

nd

hei

gh

t o

f th

e p

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to fi

nd

th

e vo

lum

e.

5.

Jen

nif

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corr

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y |

inco

rrec

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fin

ds

the

area

of

the

bas

e.

The

rect

angl

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low

rep

rese

nts

the

base

of

a re

ctan

gula

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ism

. U

se t

he r

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pr

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ed t

o m

easu

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he d

imen

sion

s of

the

rec

tang

le t

o th

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ares

t ce

ntim

eter

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The

heig

ht o

f th

e re

ctan

gula

r pr

ism

is 1

2 ce

ntim

eter

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the

re

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A

32 c

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volu

me

Grade 6 Mathematics Zingers Solving the Most-Missed STAAR Test Items © Sirius Education Solutions26–27


41

Zin

ge

r 20

LOO

K BA

CK

An

swer

eac

h q

ues

tio

n.

5.

Wh

at m

ista

ke(s

) d

oes

Ju

stic

e m

ake?

Exp

lain

.

6.

Th

e co

rrec

t an

swer

is

. En

ter

this

an

swer

in t

he

gri

d a

nd

sh

ade

the

app

rop

riat

e b

ub

ble

s.

GUI

DED

PRA

CTIC

E

Rea

d t

he

pro

ble

m c

aref

ully

.

7.

Th

e su

m o

f th

e th

ree

ang

le m

easu

res

in a

tri

ang

le is

36

0°

| 18

0°

.

8.

Th

e su

m o

f th

e m

easu

res

of Ð

A a

nd

ÐB

is

° .

9.

Th

e n

ext

step

is t

o

add

|

sub

trac

t th

e su

m f

ou

nd

in #

8 fr

om

180

.

10.

Th

e co

rrec

t an

swer

is

. En

ter

this

an

swer

in t

he

gri

d a

nd

shad

e th

e ap

pro

pri

ate

bu

bb

les.

IND

EPEN

DEN

T PR

ACTI

CE

Solv

e ea

ch p

rob

lem

.

11.

In

tri

ang

le X

YZ,

th

e m

easu

re o

f Ð

X is

70°

an

d Ð

Y h

as t

he

sam

e m

easu

re

as Ð

Z. W

hat

is t

he

mea

sure

of Ð Y

? °

12.

Th

e th

ree

ang

les

in t

rian

gle

PQ

R h

ave

the

sam

e m

easu

re.

Wh

at is

th

e m

easu

re o

f Ð

R?

°

13.

Can

th

e th

ree

ang

les

in a

tri

ang

le m

easu

re 5

0°, 9

5°, a

nd

50°

? Ex

pla

in.

14.

Can

th

e th

ree

ang

les

in a

tri

ang

le m

easu

re 4

5°, 9

0°, a

nd

45°

? Ex

pla

in.

In t

rian

gle

ABC,

wha

t is

the

mea

sure

of ÐC

in d

egre

es?

CA

B35

°

72.5

° 0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

+ –

19.5

107.

5

72.5

55

60

Just

ice

does

not

line

up

the

deci

mal

poi

nts

corr

ectly

whe

n ad

ding

the

giv

en a

ngle

mea

sure

s.

72

5

Yes;

45

+ 9

0 +

45

= 1

80

No

; 50

+ 9

5 +

50

= 1

95, w

hic

h is

mo

re t

han

180

.

40

Gra

de 6

Math

em

ati

cs S

TAA

R Z

ing

ers

So

lvin

g t

he

Mo

st-M

isse

d S

TAA

R T

est

Item

s

READ

and

UN

DER

STAN

D

Rea

d t

he

pro

ble

m c

aref

ully

. 62%

of

stu

den

ts m

isse

d t

his

on

e!

1.

The

mea

sure

of Ð G

is

deg

rees

an

d t

he

mea

sure

of Ð

H is

deg

rees

.

2.

The

corr

ect

answ

er is

a n

um

ber

th

at g

ives

th

e m

easu

re o

f

in

.

PLAN

and

SO

LVE

R

ead

wh

at e

ach

stu

den

t th

inks

.

Just

ice t

hin

ks.

. .

First

I’ll

add

the

two

give

n an

gle

mea

sure

s.

12 7

+ 33

.546

.2

Then

I’ll

subt

ract

the

answ

er fr

om 1

80 d

egre

es.

180.

0−

46.2

133.

8

The

mea

sure

of Ð

F is

133.

8 de

gree

s.

Em

aa

n t

hin

ks.

. .

In a

ny tr

iang

le, t

he th

ree

angl

es a

dd to

180

de

gree

s. In

this

trian

gle,

the

sum

of

Ð G a

nd Ð

H is:

12

7.0

+ 33

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0.5

Subt

ract

ing

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180

, I g

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160.

519

.5

ÐF

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.5 d

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7 +

33.5

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0 ✓

3.

Just

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127

+ 3

3.5

is

| is

no

t re

aso

nab

le.

4.

Emaa

n

corr

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inco

rrec

tly

add

s th

e g

iven

an

gle

mea

sure

s an

dth

en s

ub

trac

ts f

rom

180

.

In t

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FGH

sho

wn

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F in

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0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

0 1 2 3 4 5 6 7 8 9

+ –

6.8A

Ex

tend

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viou

s kn

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thei

r pr

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ties

to in

clud

e th

e su

m o

f an

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of

a tr

iang

le, t

he r

elat

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hip

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een

the

leng

ths

of s

ides

and

mea

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s of

an

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in a

tria

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det

erm

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NG

ER 2

0

33.5

127

deg

rees

ÐF

19

5

© Sirius Education Solutions Zinger 20 40–41


STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALSAREA

Triangle A h= 12

b

Rectangle or parallelogram A bh=

Trapezoid A b+12 1

(b= h2)

VOLUME

Rectangular prism V Bh=

65

43

21

0Inches8

7STAAR GRADE 6 MATHEMATICSREFERENCE MATERIALS

LENGTH

Customary Metric

1 mile (mi) = 1,760 yards (yd) 1 kilometer (km) = 1,000 meters (m)

1 yard (yd) = 3 feet (ft) 1 meter (m) = 100 centimeters (cm)

1 foot (ft) = 12 inches (in.) 1 centimeter (cm) = 10 millimeters (mm)

VOLUME AND CAPACITY

Customary Metric

1 gallon (gal) = 4 quarts (qt) 1 liter (L) = 1,000 milliliters (mL)

1 quart (qt) = 2 pints (pt)

1 pint (pt) = 2 cups (c)

1 cup (c) = 8 fluid ounces (fl oz)

WEIGHT AND MASS

Customary Metric

1 ton (T) = 2,000 pounds (lb) 1 kilogram (kg) = 1,000 grams (g)

1 pound (lb) = 16 ounces (oz) 1 gram (g) = 1,000 milligrams (mg)

10

23

45

67

89

1011

1213

1415

1617

1819

20Cen

timet

ers

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• Challenging test items engage students. • Interactive instruction promotes student thinking.• Guided practice builds test-taking confidence.

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Part 1: ZINGERSZinger 1 58% IncorrectZinger 2 50% IncorrectZinger 3 62% IncorrectZinger 4 60% IncorrectZinger 5 44% IncorrectZinger 6 74% IncorrectZinger 7 45% IncorrectZinger 8 66% IncorrectZinger 9 46% IncorrectZinger 10 57% IncorrectZinger 11 50% IncorrectZinger 12 60% IncorrectZinger 13 50% IncorrectZinger 14 51% IncorrectZinger 15 64% IncorrectZinger 16 69% IncorrectZinger 17 57% IncorrectZinger 18 60% IncorrectZinger 19 70% IncorrectZinger 20 62% Incorrect

Part 2: ON YOUR OWN16 Mixed Readiness TEKS

STAAR Practice Items

GRADE 6MATHEMATICS

ZINGERS CONTENTS

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Visit SiriusEducationSolutions.com GRADE 6 GRADE 6 ...€¦ · Zinger 3 62% 6.3E Lesson 3 6 ... 4...

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