Standards Icon Benchmark #:MA.6.A.3.6

  • General Information
    • Benchmark Number: MA.6.A.3.6
      Benchmark Description: Construct and analyze tables, graphs, and equations to describe linear functions and other simple relations using both common language and algebraic notation.


      Subject Area: Mathematics
      Grade Level: 6
      Body of Knowledge: Algebra
      Big Idea: BIG IDEA 3 - Write, interpret, and use mathematical expressions and equations.
      Date Adopted or Revised: 09/07
      Date of Last Rating: 06/07
      Cognitive Complexity: High   -  What does this mean?
      Status: State Board Approved
      Assessed? Assessed
      Remarks/Examples:

      Example 1: Each unicycle made needs 1 wheel. Explain why w=u where w is the number of wheels and u is the number of unicycles describes this relationship.

      Example 2: Each bicycle made needs 2 wheels. Explain why w=2b where w is the number of wheels and b is the number of bicycles describes this relationship.

      Example 3: Each tricycle made needs 3 wheels. Explain why w=3t where w is the number of wheels and t is the number of tricycles describes this relationship.

      Example 4: Below is a graph of the relationships in Examples 2 and 3. Explain why one of the lines is steeper than the other line.

      What would the graph of w=u look like?
       

  • RELATED RESOURCES (7)

    • Good Benchmark Tie (7)

      Resource Type(s)
      » Bouncing Tennis Balls
      Students develop their skills in collecting and recording data using the real-world situation of a bouncing tennis ball. They use the data collected to formulate the relationship between the dependent and independent variable in their experiment.
      Lesson Plan (Primary Type)
      Worksheet
      » Counting Embedded Figures
      Students look for patterns within given data and form generalizations for the problem, thereby sharpening the algebraic skills of the students.
      Lesson Plan (Primary Type)
      Worksheet
      Problem-Solving Task
      » Teaching and Learning Mathematics through Hurricane Tracking (NCTM)--Featured for Math & Science Day
      Mathematics tasks based on data about hurricanes including constructing and interpreting graphs, analyzing patterns, determining rates of change and ratios, using the distance formula, and estimating.

      Used with permission...
          ...read more 
      Text Resource
      Teaching Idea (Primary Type)
      » Weather or Not? (NCTM) - Featured for Math & Science Day
      These activities give students opportunities to investigate weather conditions that involve reading and recording temperatures, graphing, making charts, solving word problems, and working with numbers.

          ...read more 
      Text Resource
      Teaching Idea (Primary Type)
      » Gummy vs. Gum (Number Pattern)
      In this lesson, students use gummy bears and sticks of gum to discover a number pattern and write an equation that describes it. This lesson should be conducted after students have worked with patterns and one- and two-step equations.
      Lesson Plan (Primary Type)
      Worksheet
      » Functions-Day Trips
      Students explore functions as they use their knowledge of patterns and number operations to analyze function tables and graph them. Using tables and graphs, students determine which items are the best deals.
      Unit / Lesson Sequence (Primary Type)
      Worksheet
      » Free Graph Paper
      A variety of different graph paper types for printing. 
      Educational Software / Tool (Primary Type)

      * Please note that examples of resources are not intended as complete curriculum.


  • Test Item Specifications
    • Reporting Category: Algebra
      Item Type(s):
      This benchmark will be assessed using: MC items.
      At Grade 6, this benchmark will be assessed using MC items.
      Clarification: Students will identify a table, graph, or equation that represents a linear function or other simple relationship.

      Students will analyze a table or graph to identify or describe the rate of change.

      Students will identify different representations of the same relationship, including translating among graphs, equations, tables, and words.
      Content Limits: Items may include tables, graphs, equations, or real-world situations.

      Simple relationships may include discrete data that lends itself to a linear relationship.

      Graphs should be limited to the first quadrant, and indicated points on the graphs must have whole-number coordinates.

      Items will not include the use of the slope formula.
      Stimulus Attributes: Items should be set in a real-world or mathematical context.
      Prior Knowledge: Items may require the student to apply mathematical knowledge described in the Standards from lower grades. This benchmark requires prerequisite knowledge from MA.4.A.4.2 and MA.5.A.4.1.

  • SAMPLE TEST ITEMS (1)
    • Test Item # Question Difficulty Type
      Sample Item 1: A cellular phone company charges a fixed monthly fee, plus $0.25 for each minute the phone is in...   ...read more NA MC : Multiple Choice

  • RELATED COURSES (16)

  • RELATED Access Points (4)
    • Independent
      » MA.6.A.3.In.e: Solve addition and subtraction number sentences (equations) using information from physical models, diagrams, and tables.

      Remarks:

      Team Wins and Losses chart) How many more games did the Cowboys win than the Raiders? Make a number sentence and solve the problem. (37 - 30 = 7) insert original graphic with chart Team Wins Losses Cowboys 37 3 Raiders 30 10

      graphic of team scores

      Supported
      » MA.6.A.3.Su.d: Use information from physical models, diagrams, tables, and pictographs to solve number sentences (equations) involving addition and subtraction with one-digit numbers.
      Participatory
      » MA.6.A.3.Pa.a: Solve simple problems involving small quantities using language, such as more, less, same, and none.
      » MA.6.A.3.Pa.d: Determine if the quantity in two sets of objects to 6 is the same or different.


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