Grade 6 - Instructional Information Services â€“ … · Web viewEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used

Grade 6 AIR POD Day #1 Name: ______________________________________________


Steve is buying candy by the pound for a party. For every 10 pounds of candy he buys, he pays $14.

What is the cost, per pound, for the candy?

Answer: __________


Answer: __________


Common Core State Standard: 6.SP.4Display numerical data in plots on a number line, including dot plots, histograms, and box plots.


Common Core State Standard: 6.NS.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.

The points (5, -7) and (10, -7) represent the location of two towns on a coordinate grid, where one unit is equal to one mile.

What is the distance, in miles, between the two towns?

Answer: __________


Common Core State Standard: 6.EE.2bIdentify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2 (8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.


Common Core State Standard: 6.SP.5cGiving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.


Common Core State Standard: 6.NS.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?.


Common Core State Standard: 6EE.2CEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations). For example, use the formulas V = s3 and A = 6 s2 to find the volume and surface area of a cube with sides of length s = 1/2.


Common Core State Standard: 6.RP.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”


Common Core State Standard: 6.EE.2Write, read, and evaluate expressions in which letters stand for numbers.


Common Core State Standard: 6.NS.7Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret -3 > -7 as a statement that -3 is located to the right of -7 on a number line oriented from left to right.


Common Core State Standard: 6.NS.8Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.


Common Core State Standard: 6.G.1Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.

What is the area of the shaded region in the figure below?

Answer: __________


Common Core State Standard: 6.EE.1Apply and extend previous understandings of arithmetic to algebraic expressions.

Evaluate: (0.08)2

Answer: __________


Common Core State Standard: 6.EE.8Write an inequality of the form x > c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x > c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams.

What inequality is shown by the number line below?

Use the equation editor to create the inequality. Use x for the variable.


Common Core State Standard: 6.SP.2Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

You are given the stem and leaf plot below:

How many bags had exactly 22 red gumdrops?

Answer: __________


Common Core State Standard: 6.SP.3Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

Ashley has the following data:

x 4 4 15 4

If the mean of the data is 9, which number could x be?

18

12

4

2


Common Core State Standard: 6.RP.1Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.

There are 18 students going on a field trip while 8 students will be staying at school. What is the ratio of the number of students who are going on the field trip to the number of students who are staying at school? Express your answer as a fraction in lowest terms.

Answer: ____________


Common Core State Standard: 6.RP.3aMake tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.

Fill in the equivalent ratio below with the missing value.

15 boys for every 5 girls = 9 boys for every _____ girls

Answer: __________


Common Core State Standard: 6.RP.3cFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

Anita buys a wooden toy chest during the sale.If she pays $60, what was the original price?

Answer: __________


Common Core State Standard: 6.NS.1Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem.

Divide. Express your answer as a fraction in lowest terms.

38÷ 12

Answer: __________


Common Core State Standard: 6.NS.4Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor.

Packages of cheddar cheese come with 14 slices, while packages of Swiss cheese come with 10 slices. If Breanna bought the same number of slices of each type of cheese, what is the smallest number of slices of each type that Breanna could have bought?

Answer: __________


Common Core State Standard: 6.SP.4Display numerical data in plots on a number line, including dot plots, histograms, and box plots.

Below is a box and whisker plot showing the average low temperature in Ohio (in degrees) for the month of March.

Check each statement that is supported by the box and whisker plot below.

The median low temperature 18 degrees.

About 25% of the low temperatures have been 23 degrees or higher.

The mean low temperature is 10 degrees.

Fifty percent of the low temperatures have been between 12 and 23 degrees.

The lowest average temperature was 12 degrees.


Common Core State Standard: 6.RP.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

Answer: __________


Common Core State Standard: 6.G.2Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

Answer: __________


Common Core State Standard: 6.RP.3aMake tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.


Common Core State Standard: 6.G.1Solve real-world and mathematical problems involving area, surface area, and volume.

Grade 6 AIR POD Day #1 ANSWER KEY ANSWER KEY

The point value of this type of question is not known at this time. A question like this could be worth three points: one for each row of the table. Students likely would have to bubble in all correct choices for each row in order to be awarded the point for that row.


Steve is buying candy by the pound for a party. For every 10 pounds of candy he buys, he pays $14.

What is the cost, per pound, for the candy?

Answer: 1.4 or 1.40


Answer: 248



The points (5, -7) and (10, -7) represent the location of two towns on a coordinate grid, where one unit is equal to one mile.

What is the distance, in miles, between the two towns?

Answer: 5


Make sure students understand the difference in questions that are asking for one answer and questions that have multiple solutions (for instance, “choose all that apply”).


Make sure students understand the difference in questions that are asking for one answer and questions that have multiple solutions. For instance, the phrase “Select all the possible …” should indicate that there is likely more than one correct answer. It is not known at this time if multi-select items will have circles or square on the answer sheet.


The tests are separated into two sections: a calculator part and a non-calculator part. This question likely would be on the non-calculator section of the test.


It is not known at this time if a question like this is worth one point (all correct or no credit given) or if it might be worth 3 points (one point for each answer).



Make sure students realize that this problem is not looking for a numeric answer; instead, they are writing an equation. Students should become familiar with the equation editor if they are taking the test online. A link to an equation editor tutorial can be found on the math department’s page of the CCS website.




What is the area of the shaded region in the figure below?

Answer: 9

The formula for the area of a triangle does not appear on the Ohio State Test Reference Sheet. Make sure students know the formula.


Evaluate: (0.08)2

Answer: 0.0064 or .0064

This type of question would likely appear on the non-calculator portion of the test, though we can’t be completely sure at this time.


What inequality is shown by the number line below?

Use the equation editor to create the inequality. Use x for the variable.


You are given the stem and leaf plot below:

How many bags had exactly 22 red gumdrops?

Answer: 3

At this time, we do not know if a question like this would be multiple choice or short answer. Be prepared for both, for all questions.


Ashley has the following data:

x 4 4 15 4

If the mean of the data is 9, which number could x be?


There are 18 students going on a field trip while 8 students will be staying at school. What is the ratio of the number of students who are going on the field trip to the number of students who are staying at school? Express your answer as a fraction in lowest terms.

Answer: 94

This question specifically states to write the answer as a fraction in lowest terms. It is unknown if that will be the same wording on the test. Students should always reduce ratios and fractions to lowest terms unless told otherwise. If the wording of the problem does not specifically state to express the answer as a fraction, a decimal answer might work. Pay close attention to the wording.


Fill in the equivalent ratio below with the missing value.

15 boys for every 5 girls = 9 boys for every _____ girls

Answer: 3


Anita buys a wooden toy chest during the sale.If she pays $60, what was the original price?

Answer: 80


Divide. Express your answer as a fraction in lowest terms.

38÷ 12

Answer: 34


Packages of cheddar cheese come with 14 slices, while packages of Swiss cheese come with 10 slices. If Breanna bought the same number of slices of each type of cheese, what is the smallest number of slices of each type that Breanna could have bought?

Answer: 70


Below is a box and whisker plot showing the average low temperature in Ohio (in degrees) for the month of March.

Check each statement that is supported by the box and whisker plot below.


Answer: 30


Answer: 5400



SOURCES

The following sources were used in creating these problems:

Problems 1-8:http://www.fsassessments.org

Problems 9-13:http://sageportal.org/training-tests/

Problems 14-23:http://www.ixlmath.com

Problems 24-28:http://parcc.pearson.com/resources/practice-tests/math/grade-6/eoy/PC194816-001_6MTHTB_PT.pdf

http://parcc.pearson.com/resources/practice-tests/math/grade-6/eoy/PC194816-001_6MTHTB_PT.pdf

http://www.ixlmath.com/

http://sageportal.org/training-tests/

http://www.fsassessments.org/

Documents

Grade 6 - Instructional Information Services â€“ … · Web viewEvaluate expressions at specific values of their variables. Include expressions that arise from formulas used