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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
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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 2 50% 6.2D Lesson 2 4
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 6 74% 6.7D Lesson 6 12
Zinger 7 45% 6.4B Lesson 7 14
Zinger 8 66% 6.4B Lesson 7 16
Zinger 9 46% 6.5B Lesson 8 18
Zinger 10 57% 6.10A Lesson 9 20
Zinger 11 50% 6.11A Lesson 10 22
Zinger 12 60% 6.11A Lesson 10 24
Zinger 13 50% 6.8D Lesson 13 26
Zinger 14 51% 6.12D Lesson 14 28
Zinger 15 64% 6.12C Lesson 15 30
Zinger 16 69% 6.13A Lesson 16 32
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
Correlations toGrade 6 Math: Readiness
Review and Practice TEKS
Correlations toGrade 6 Math: Readiness
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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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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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
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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
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26 Grade 6 Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items
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.
READ and UNDERSTAND Read the problem carefully. 50% of students missed this one!
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.
PLAN and SOLVE Read what each student thinks.
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
LOOK BACK Answer each question.
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.
8. The correct answer choice is A | B | C | D .
GUIDED PRACTICE Read the problem carefully.
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.
11. The correct answer choice is F | G | H | J .
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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40 Grade 6 Mathematics STAAR Zingers Solving the Most-Missed STAAR Test Items
READ and UNDERSTAND Read the problem carefully. 62% of students missed this one!
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 .
PLAN and SOLVE Read what each student thinks.
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
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3
4
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+
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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
LOOK BACK Answer each question.
5. What mistake(s) does Justice make? Explain.
6. The correct answer is . Enter this answer in the grid and shade
the appropriate bubbles.
GUIDED PRACTICE Read the problem carefully.
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
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2
3
4
5
6
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9
0
1
2
3
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e is
F
| G
|
H
| J
.
IND
EPEN
DEN
T PR
ACTI
CE
Ord
er e
ach
list
of
nu
mb
ers
fro
m le
ast
to g
reat
est.
14.
3 __
_ 10
, 2 __ 5 ,
1 __ 2 , 1 __ 5
15
. 2
2 __ 3 , 2
1 __ 2 , 2
5 __ 6 , 2
1 __ 3
The
dist
ance
s in
mile
s th
at M
ia w
alks
eac
h da
y M
onda
y th
roug
h Th
ursd
ay a
re g
iven
be
low
.
1 1 __ 2 ,
1 4 __ 5 ,
7 ___
10 ,
2 1 __ 4
Whi
ch li
st s
how
s th
ese
dist
ance
s in
ord
er f
rom
gre
ates
t to
leas
t?
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
Rive
r or
ders
fra
ctio
ns b
ased
onl
y on
the
ir
deno
min
ator
s, t
hink
ing
grea
ter
deno
min
ator
s ar
e gr
eate
r #s
.
12
2 1 __ 4
7 ___
10
1 __ 5 , 3 __
_ 10
, 2 __ 5 ,
1 __ 2 2
1 __ 3 , 2
1 __ 2 , 2
2 __ 3 , 2
5 __ 6
1
101212
1212
86
37
1 3 __
_ 12
, 1
6 ___
12 ,
1 7 __
_ 12
, 1
8 ___
12
4G
rad
e 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
6.2D
O
rder
a s
et o
f ra
tiona
l num
bers
aris
ing
from
mat
hem
atic
al a
nd r
eal-
wor
ld
cont
exts
.
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
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
AA
R G
rade
6 2
016
#15
Trum
pet
Prac
tice
Tim
es
Nam
eTi
me
(hou
rs)
Col
e1
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
ole,
Jac
ob
ZIN
GER
2
ho
urs
stu
den
ts
10%
50%
15%
25%
% o
f st
ud
ents
se
lect
ing
eac
h
answ
er c
ho
ice
© Sirius Education Solutions Zinger 2 4–5
Teacher’s Edition Sampler
27
Zin
ge
r 13
LOO
K BA
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
imen
sion
s of
the
tile
to
the
near
est
cent
imet
er.
ST
AA
R G
rade
6 2
016
#4
8
Whi
ch m
easu
rem
ent
is c
lose
st t
o th
e ar
ea o
f th
e til
e in
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
ase
by
the
hei
gh
t.
1 __ 2 bh
b 4
12
6
h
26G
rad
e 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
6.8D
D
eter
min
e so
lutio
ns f
or p
robl
ems
invo
lvin
g th
e ar
ea o
f re
ctan
gles
, par
alle
logr
ams,
tr
apez
oids
, and
tria
ngle
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
rism
to fi
nd
th
e vo
lum
e.
5.
Jen
nif
er
corr
ectl
y |
inco
rrec
tly
fin
ds
the
area
of
the
bas
e.
The
rect
angl
e be
low
rep
rese
nts
the
base
of
a re
ctan
gula
r pr
ism
. U
se t
he r
uler
pr
ovid
ed t
o m
easu
re t
he d
imen
sion
s of
the
rec
tang
le t
o th
e ne
ares
t ce
ntim
eter
.
The
heig
ht o
f th
e re
ctan
gula
r pr
ism
is 1
2 ce
ntim
eter
s. W
hat
is t
he v
olum
e of
the
re
ctan
gula
r pr
ism
? ST
AA
R G
rade
6 2
016
#7
A
32 c
m3
C
360
cm3
B
20 c
m3
D
240
cm3
ZIN
GER
13 19
%9%
23%
50%
cen
tim
eter
bas
e
12
volu
me
Grade 6 Mathematics Zingers Solving the Most-Missed STAAR Test Items © Sirius Education Solutions26–27
Teacher’s Edition Sampler
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
.516
0.5
Subt
ract
ing
from
180
, I g
et:
180.
0−
160.
519
.5
ÐF
is 19
.5 d
egre
es.
To c
heck
, I’ll
add
the
thre
e an
gles
: 12
7 +
33.5
+ 1
9.5
= 18
0 ✓
3.
Just
ice’
s an
swer
to
127
+ 3
3.5
is
| is
no
t re
aso
nab
le.
4.
Emaa
n
corr
ectl
y |
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
rian
gle
FGH
sho
wn
belo
w,
wha
t is
the
mea
sure
of Ð
F in
deg
rees
? ST
AA
R G
rade
6 2
016
#16
G
FH
127°
33.5
°
Rec
ord
your
ans
wer
in t
he g
rid.
Be
sure
to
use
the
corr
ect
plac
e va
lue.
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
pre
viou
s kn
owle
dge
of t
riang
les
and
thei
r pr
oper
ties
to in
clud
e th
e su
m o
f an
gles
of
a tr
iang
le, t
he r
elat
ions
hip
betw
een
the
leng
ths
of s
ides
and
mea
sure
s of
an
gles
in a
tria
ngle
, and
det
erm
inin
g w
hen
thre
e le
ngth
s fo
rm a
tria
ngle
. ZI
NG
ER 2
0
33.5
127
deg
rees
ÐF
19
5
© Sirius Education Solutions Zinger 20 40–41
Teacher’s Edition Sampler
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)
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GRADE 6 MATHEMATICSSTAAR® ZINGERSSolving the Most-Missed STAAR® Test Items
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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
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