Edison Math At Home Review

Grade 6

Students Name: __________________________

My Math Teacher is:

Check One:

Ms. Rehm Mr. Rubiano

Packet Must Be Returned on April 14th

Teks: 6.2D The student is expected to: order a set of rational numbers arising from

mathematical and real world contexts.

ORERING RATIONAL NUMBERS: When ordering rational numbers, it is useful to convert the numbers so that they are in

the same form. Such as renaming fractions as decimals.

Example #1

- Write the values, -0.8 3/4 , 0.43, and -4.3 in ascending order (Ascending means least to greatest

- Rewrite ¾ as a decimal number, 0.75

- Order numbers from least to greatest using a number line or place value.

- The values written in ascending order are: -4.3, -0.8, 0.43, ¾

Example #2

- Rename percents as decimals:

- Write the values 54%, -1/2, 0.51, and -1.4 in descending order (Descending means greatest to least)

- Write 54% as a decimal, 0.54

- Rewrite -1/2 as a decimal number, -0.5

- Order the decimal numbers from least to greatest using a number line or place value.

- The values in descending order are: 54%, 0.51, -1/2, -1.4.

Practice in your Child’s Thinkup book can be found on pages 40 – 42, 45 & 46

Here is an example of a staar question for this TEKS

(Correct answer, H)

TEKS: 6.3D: The student is expected to: add subtract, multiply and divide integers fluently

Adding integers:

When adding two integers:

- If the sigs are the same, add the values and keep the same sign

- Examples:

o 4 + 5 = 9

o -4 + -5 = -9

- If the signs are different, subtract the absolute value of the numbers. The sum keeps the sign of the number

with the greater absolute value.

- Examples:

o 4 + - 5 = -1

o -4 + 5 = 1

(Find the “try it” section on think up page 90 for adding integers)

Subtracting Integers

To subtract an integer, you must rewrite the problem as an addition problem.

- Keep the first value.

- Change the operation to addition.

- Change the sign of the second value to the opposite sign.

- Use addition rules.

o Examples:

o 4-5=

o 4 + (-5) = -1

o 4 – (-5)=

o 4+5 =

(Find the “try it” section” on thinkup page 90 for subtracting integers)

Multiply and Divide Integers

When multiplying or dividing integers:

-If the signs are the same, the product or quotient is positive

Examples 4 X 5= 20

-4 X -5 = 20

-If the signs are different, the product or quotient is negative.

Examples:

4(-5) = -20

-20 ÷4= -5

(Find “try it” section on think up page 90 for multiplication and division of integers)

Additional practice in your child’s think up book pgs 91, 92, 95, 96

Staar Released Questions for 6.3D Integer Operations:

(Correct answer, D)

(Correct answer, D)

(Correct answer, 42)

TEKS: 6.3E Multiply and divide positive rational numbers fluently

Learning Targets:

I can multiply and divide positive fractions and decimal numbers fluently

I can solve problems involving positive rational numbers in real-world concepts.

I can multiply and divide various forms of numbers in the same problem

Practice in your child’s thinkup book can be found on pages 100-101, 105, 106

The problems listed are examples from previous STAAR questions on this TEKS

(Correct answer, J)

(Correct answer, J)

(Correct answer, H)

6.4B: Apply qualitative and quantitative reasoning to solve problems

TEKS LEARNING TARGETS:

I can compare two quantities using qualitative reasoning

I can recognize two quantities using quantitative reasoning

I can recognize the greater the ratio, the greater the value.

Remember:

Ratio: a comparison of two quantities

Rate: A comparison of two quantities with different units

Unit Rate: a rate with a denominator of 1

Practice on this TEKS can be found in your childs thinkup book page 120, 121, 122, 125, 126

STAAR released questions on this TEKS are below:

(Correct answer, A)

(Correct answer, F)

(Correct answer, J)

6.4G: Generate equivalent forms of fractions, decimals, and percents

TEKS LEARNING TARGETS

I can divide the numerator of a fraction by its denominator to generate an equivalent decima number

I can recognize equivalent fraction-decimal-percent values and use them interchangeably

Practice on this TEKS can be found in thinkup pgs: 161, 162, 165, 166

The following are STAAR released questions on this TEKS (6.4G)

(Correct answer, A)

(Correct answer 0.17)

(Correct answer, D)

(Correct answer, B)

6.4H: Convert Units Within a Measurement System

TEKS LEARNING TARGETS

I can convert units within the customary system of measurement

I can convert units within the metric system of measurement

I can focus on the use or proportions and unit rates to make conversions

Use the chart below for Metric conversions

Use proportions for all customary measurements like below (Either find the relationship, or cross multiply to set up an

equation and solve for x) The example below shows the relationship, but it could have been easily set up as and

equation:

1X = 12(6)

X=72

Thinkup practice can be found on pg 171, 172, 175, &176

Use the reference chart below and tricks such as gallon man on next page

…Creepy I know…

STAAR RELEASED QUESTIONS:

(Correct answer, C)

(Correct answer, F)

TEKS 6.5B: Solve real world problems involving percents

TEKS LEARNING TARGETS

I can understand percent as a rate per 100

I can solve percent problems with various givens: percent, part, and whole

In all the examples above it was easy to find the relationship between the two fractions.

Remember, cross multiplying, setting up an equation, and solving for X will work when all

else fails!

A key in solving these types of problems is identifying if the numbers are representing the

part or the whole.

Look for key words:

Part: sale price, tip, portion, section, discount

Whole: Total, in all, regular price

Practice from think up on pages:191, 192, 195, 196

Below are Staar released questions for this TEKS

(Correct answer, C)

(Correct answer, A)

(Correct answer, D)

6.6C: Represent a situation in the form of y=kx or y = x+ b

TEKS LEARNING TARGETS

I can represent situations using verbal descriptions, tables, graphs, and equations

I can represent multiplicative patterns with equations in the form y= kx

I can represent additive patterns with equations in the form y=x+b

Characteristics of a multiplicative relationship

-Graph passes through origin

-Key words in verbal : each, every, times

Table: may have origin listed. Multiplicative rule holds true all the way down

Equation: in the form y=kx, where k is a number

Characteristics of an additive relationship

-Graph: Does NOT pass through origin

-Key words: more than, older than, greater, heavier, fee,

-Table: Does not have a point of (0,0) Additive rule holds true all the way down

-Equation: in the form y = x +b (x is a number and can also be negative)

Think up practice pages: 221, 222, 225, 226

Saar questions on next page

(Correct answer, B)

(Correct answer, A)