Mathematical Process Standards>Creating and Using Representations to Record and Organize Math Ideas(TEKS.Math.6.1.E)
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Texas 6th Grade Math › Mathematical Process Standards>Creating and Using Representations to Record and Organize Math Ideas(TEKS.Math.6.1.E)
A bike shop recorded helmets sold by size in one day: small 7, medium 12, large 9, extra-large 2.
What representation would best organize this data to quickly compare sizes and compute the total sold?
A frequency table with columns for size and number sold, plus a row for the total
A sentence describing the sizes and numbers in one long list
A collage of helmet drawings without counts
One bar showing only the total number of helmets sold
Explanation
A frequency table organizes each size with its count and allows adding a total, making comparisons and calculations clear. The other options are incomplete or do not support analysis.
Mina recorded the high temperature each day for 7 days.
To show how the temperature changed over the week, which representation is best?
A pie chart of the seven temperatures
A line graph with time on the horizontal axis and temperature on the vertical axis
An unordered list of the temperatures
A two-column table with days and temperatures in no particular order
Explanation
A line graph is designed to display how a quantity changes over time, making trends easy to see. The other formats do not clearly communicate change across days.
In a class, 14 students play soccer, 10 play basketball, and 6 play both sports.
How should this information be recorded to answer questions about only soccer, only basketball, or both?
A bar graph with one bar for soccer and one for basketball
A tally list of names under each sport
A two-circle Venn diagram with one circle for soccer and one for basketball
A pie chart with two slices: soccer and basketball
Explanation
A Venn diagram displays the overlap and the parts that are only in one set, which is needed to find 'only' and 'both.' The other options do not show the overlap clearly.
Students voted for favorite fruit: apples 12, bananas 8, oranges 5, grapes 5.
Which representation would best show how each fruit choice is part of the whole class at a glance?
A bar graph with four separate bars for each fruit
A tally chart listing fruit names with marks but no total
A paragraph describing which fruits students like
A circle graph (pie chart) with slices sized for each fruit
Explanation
A pie chart emphasizes parts of a whole, letting you see proportions immediately. The other formats do not show the whole-part relationship as clearly or are not organized for analysis.
Four rectangles have the following side lengths: 3 by 5, 4 by 6, 2 by 9, and 7 by 7.
How should this information be recorded to calculate and compare the perimeter of each rectangle?
A table with columns for length, width, and perimeter
One large drawing of a single rectangle
A pie chart showing the four perimeters
A bulleted list of the side lengths without pairing them by rectangle
Explanation
A table aligns each pair of side lengths with a space to compute and record the perimeter, supporting comparison across all rectangles. The other formats are incomplete or do not organize the needed calculations.