# Search Standards

Standard Name | STAAR | Student Expectation |
---|---|---|

C | use ratios to make predictions in proportional situations. | |

6.4.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; and | |

6.4.B | use tables of data to generate formulas representing relationships involving perimeter, area, volume of a rectangular prism, etc. | |

6.5.A | The student is expected to formulate equations from problem situations described by linear relationships. | |

6.6.A | use angle measurements to classify angles as acute, obtuse, or right; | |

6.6.B | identify relationships involving angles in triangles and quadrilaterals; and | |

6.6.C | describe the relationship between radius, diameter, and circumference of a circle. | |

6.7.A | The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers. | |

6.8.A | estimate measurements (including circumference) and evaluate reasonableness of results; | |

6.8.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; | |

6.8.C | measure angles; and | |

6.8.D | convert measures within the same measurement system (customary and metric) based on relationships between units. | |

6.9.A | construct sample spaces using lists and tree diagrams; and | |

6.9.B | find the probabilities of a simple event and its complement and describe the relationship between the two. | |

6.10.A | select and use an appropriate representation for presenting and displaying different graphical representations of the same data including line plot, line graph, bar graph, and stem and leaf plot; | |

6.10.B | identify mean (using concrete objects and pictorial models), median, mode, and range of a set of data; | |

6.10.C | sketch circle graphs to display data; and | |

6.10.D | solve problems by collecting, organizing, displaying, and interpreting data. | |

6.11.A | identify and apply mathematics to everyday experiences, to activities in and outside of school, with other disciplines, and with other mathematical topics; | |

6.11.B | use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness; | |

6.11.C | select or develop an appropriate problem-solving strategy from a variety of different types, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem; and | |

6.11.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. | |

6.12.A | communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical, or algebraic mathematical models; and | |

6.12.B | evaluate the effectiveness of different representations to communicate ideas. | |

6.13.A | make conjectures from patterns or sets of examples and nonexamples; and | |

6.13.B | validate his/her conclusions using mathematical properties and relationships. | |

7.1.A | compare and order integers and positive rational numbers; | |

7.1.B | convert between fractions, decimals, whole numbers, and percents mentally, on paper, or with a calculator; and | |

7.1.C | represent squares and square roots using geometric models. | |

7.2.A | represent multiplication and division situations involving fractions and decimals with models, including concrete objects, pictures, words, and numbers; | |

7.2.B | use addition, subtraction, multiplication, and division to solve problems involving fractions and decimals; | |

7.2.C | use models, such as concrete objects, pictorial models, and number lines, to add, subtract, multiply, and divide integers and connect the actions to algorithms; | |

7.2.D | use division to find unit rates and ratios in proportional relationships such as speed, density, price, recipes, and student-teacher ratio; | |

7.2.E | simplify numerical expressions involving order of operations and exponents; | |

7.2.F | select and use appropriate operations to solve problems and justify the selections; and | |

7.2.G | determine the reasonableness of a solution to a problem. | |

7.3.A | estimate and find solutions to application problems involving percent; and | |

7.3.B | estimate and find solutions to application problems involving proportional relationships such as similarity, scaling, unit costs, and related measurement units. | |

7.4.A | generate formulas involving unit conversions, perimeter, area, circumference, volume, and scaling; | |

7.4.B | graph data to demonstrate relationships in familiar concepts such as conversions, perimeter, area, circumference, volume, and scaling; and | |

7.4.C | use words and symbols to describe the relationship between the terms in an arithmetic sequence (with a constant rate of change) and their positions in the sequence. | |

7.5.A | use concrete and pictorial models to solve equations and use symbols to record the actions; and | |

7.5.B | formulate problem situations when given a simple equation and formulate an equation when given a problem situation. | |

7.6.A | use angle measurements to classify pairs of angles as complementary or supplementary; | |

7.6.B | use properties to classify triangles and quadrilaterals; | |

7.6.C | use properties to classify three-dimensional figures, including pyramids, cones, prisms, and cylinders; and | |

7.6.D | use critical attributes to define similarity. | |

7.7.A | locate and name points on a coordinate plane using ordered pairs of integers; and | |

7.7.B | graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. | |

7.8.A | sketch three-dimensional figures when given the top, side, and front views; |