practice - mr. locastro's math domain · the personal information section. ... the strategy...

6New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideMathematics

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4Answers to Short- and Extended-Response Questions 5Mathematics Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 9Ready™ New York CCLS Practice Answer Key and Correlations 13

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics


For the Teacher

What is Ready™ New York CCLS Practice?Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for Mathematics. By completing this book, students develop mastery of the Common Core Learning Standards for Mathematics. To develop this mastery, students answer comprehension questions that correlate to the Mathematical content strands of the Common Core Learning Standards.

How does Ready™ New York CCLS Practice correlate to the Common Core Learning Standards for Mathematics?The test has 78 questions (68 multiple-choice, 6 short-response, and 4 extended-response) that address the key skills in the Mathematics strands of the CCLS:

• Operations and Algebraic Thinking

• Ratios and Proportional Relationships

• The Number System

• Expressions and Equations

• Geometry

How should I use Ready™ New York CCLS Practice?This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide Mathematics assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready™ New York CCLS Practice?Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day 1 Book 1 (questions 1–34) 50* minutes



* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response items in their student book.


What is the correction procedure?Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Holistic Rubric—Short-Response (page 7) to score the short-response items. Use the 3-Point Holistic Rubric—Extended-Response (page 8) to score the extended-response items.

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready™ New York CCLS Practice?Ready™ New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for Mathematics. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Keys and Correlations, beginning on page 13, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready™ New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready™ New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 9.


1. ● B C D

2. A B C ● 3. A B ● D

4. A B C ● 5. ● B C D

6. ● B C D

7. A B C ● 8. A ● C D

9. A B ● D

10. ● B C D

11. A B ● D

12. ● B C D

13. A ● C D

14. ● B C D

15. A B ● D

16. A ● C D

17. A B ● D

18. ● B C D

19. ● B C D

20. ● B C D

21. ● B C D

22. A B C ● 23. A B ● D

24. A ● C D

25. A B ● D

26. A B ● D

27. A B C ● 28. A ● C D

29. A B ● D

30. ● B C D

31. A B ● D

32. A ● C D

33. A B ● D

34. A B C ●

35. A B ● D

36. A ● C D

37. A B ● D

38. A ● C D

39. A ● C D

40. A B C ● 41. ● B C D

42. A B C ● 43. A ● C D

44. A B C ● 45. ● B C D

46. A B ● D

47. A ● C D

48. A B ● D

49. A B C ● 50. A ● C D

51. A ● C D

52. A B ● D

53. A ● C D

54. A B C ● 55. ● B C D

56. A B ● D

57. A ● C D

58. A B C ● 59. ● B C D

60. A B C ● 61. A ● C D

62. ● B C D

63. ● B C D

64. A B ● D

65. A ● C D

66. A B C ● 67. A B C ● 68. A ● C D

For questions 69 through 78, write your answers in the book.

69. See page 5. 70. See page 5. 71. See page 5. 72. See page 5. 73. See page 5. 74. See page 5. 75. See page 5. 76. See page 6. 77. See page 6. 78. See page 6.

Ready™ New York CCLS Mathematics Practice, Grade 6Answer Form

Name

Teacher Grade

School City

Book 1 Book 2 Book 3


Answers to Short- and Extended-Response Questions

Book 3 pages 32–41

For scoring of questions 69–78, see also Mathematics Rubrics for Scoring, pages 7 and 8.

69. (short response)

Part A: Possible inequality: m $ 85

Part B: Possible number line:

95 10085807570 90


Part A:

y

x0 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1

-1

-2

-3

-4

-5

-6

-7

-8

-9

-10

5

4

3

2

1

10

9

8

7

6

O (0, 0)

J (-2, 4) D (2, 4)

Part B: 4 miles

71. (extended response)

Part A: $240

Part B: No; Possible explanation: After buying the putter, he has $192 left in his account. The golf irons cost $210.

Part C: $189


Part A: Possible student drawing:

22 ft

12 ft

24 ft

24 ft

10 ft

D C

F

G BA

E

[not drawn to scale]

9 ft

Part B: 681 square feet

Part C: $4,086


Part A: 18

Part B: Possible explanation: The absolute value tells that the distance between 218 and 0 on a number line is 18.


Part A: Possible equation: y 5 5x

Part B: Possible student graph:

Time (in minutes)

Nu

mb

er o

fC

alo

ries

Bu

rned

CALORIES BURNEDOVER TIME

3 6 9 12 15 180

60

50

40

30

20

10


Part A: 70 miles per hour

Part B: 5 hours



Part A:

y

x0 1 2 3 4 5 6 7 8 9 10 -10 -9 -8 -7 -6 -5 -4 -3 -2 -1

-1

-2

-3

-4

-5

-6

-7

-8

-9

-10

5

4

3

2

1

10

9

8

7

6

D C

A B

Part B: square; The length of each side is 3 1 ··

 2 units.


Part A: Possible equation: 3b 5 40.20

Part B: $13.40


Part A: Possible equation: 8g $ 86

Part B: 11


Mathematics Rubrics for Scoring

2-Point Holistic Rubric (for Short-Response Questions)*

2 Points A 2-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly using mathematically sound procedures

1 Point A 1-point response is only partially correct.

This response

• indicates that the student has demonstrated only a partial understanding of the mathematical concepts and/or procedures in the task

• correctly addresses some elements of the task

• may contain an incorrect solution but applies a mathematically appropriate process

• may contain correct numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.


3-Point Holistic Rubric (for Extended-Response Questions)*

3 Points A 3-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly, using mathematically sound procedures

2 Points A 2-point response is partially correct.

This response

• demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the task

• addresses most aspects of the task, using mathematically sound procedures

• may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations

• may reflect some misunderstanding of the underlying mathematical concepts and/or procedures

1 Point A 1-point response is incomplete and exhibits many flaws but is not completely incorrect.

This response

• demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied in the task

• may address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete

• exhibits multiple flaws related to misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning

• reflects a lack of essential understanding of the underlying mathematical concepts

• may contain correct numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.


Correlation Charts

Common Core Learning Standards for Grade 6 — Mathematics Standards

Ready™ New York CCLS Instruction and PracticePractice

Item NumbersInstructionLesson(s)

Operations and Algebraic Thinking5.OA.3 Generate two numerical patterns using two given rules. Identify apparent

relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

21, 63 30

Ratios and Proportional Relationships6.RP.1 Understand 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.”

54, 60 1

6.RP.2 Understand the concept of a unit rate a · 

b associated with a ratio a:b with b Þ 0,

and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3

·· 

4 cup of flour

for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.

23, 64 2

6.RP.3 Use 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.

3, 8, 13, 32, 34, 38, 42, 48, 51, 66, 71, 75 3, 4, 5

6.RP.3.a Make 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.

8, 48 3

6.RP.3.b Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?

3, 32, 38, 75 4

6.RP.3.c Find 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.42, 51, 66, 71 5

6.RP.3.d Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.

13, 34 4

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard.

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics

The Standards for Mathematical Practice are integrated throughout the instructional lessons.





The Number System6.NS.1 Interpret 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 1  2

·· 

3 2 4 1  3

·· 

4 2 and use a visual fraction model to show the quotient; use

the relationship between multiplication and division to explain that 1  2 ··

 3 2 4 1  3

·· 

4 2 5 8

·· 

9

because 3 ··

 4 of 8

·· 

9 is 2

·· 

3 . (In general, 1  a

· 

b 2 4 1  c ·

 d 2 5 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?

7, 47 6, 7

6.NS.2 Fluently divide multi-digit numbers using the standard algorithm. 22 8

6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithmfor each operation. 6, 28 9, 10

6.NS.4 Find 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. For example, express 36 1 8 as 4(9 1 2).

16 11

6.NS.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.

25 12, 13

6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.

1, 19, 20, 55, 56, 62 12, 14

6.NS.6.a Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself, e.g., 2(23) 5 3, and that 0 is its own opposite.

1, 55 12

6.NS.6.b Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.

19, 56 14

6.NS.6.c Find and position integers and other rational numbers on a horizontal or vertical number line diagram; find and position pairs of integers and other rational numbers on a coordinate plane.

20, 62 12, 14

6.NS.7 Understand ordering and absolute value of rational numbers. 4, 27, 57, 59, 73 13

6.NS.7.a Interpret statements of inequality as statements about the relative position of two numbers on a number line diagram. For example, interpret 23 . 27 as a statement that 23 is located to the right of 27 on a number line oriented from left to right.

27 13

6.NS.7.b Write, interpret, and explain statements of order for rational numbers in real-world contexts. For example, write 238C . 278C to express the fact that 238C is warmer than 278C.

59 13

6.NS.7.c Understand the absolute value of a rational number as its distance from 0 on the number line; interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For example, for an account balance of 230 dollars, write |230| 5 30 to describe the size of the debt in dollars.

4, 73 13

6.NS.7.d Distinguish comparisons of absolute value from statements about order. For example, recognize that an account balance less than 230 dollars represents a debt greater than 30 dollars.

57 13

6.NS.8 Solve 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.

14, 76 14





Expressions and Equations6.EE.1 Write and evaluate numerical expressions involving whole-number

exponents. 29, 30, 39, 65 15

6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers. 17, 24, 58, 61, 67 16

6.EE.2.a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5” as 5 2 y.

58 16

6.EE.2.b Identify 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 1 7) as a product of two factors; view (8 1 7) as both a single entity and a sum of two terms.

24, 61 16

6.EE.2.c Evaluate 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 5 s3 and A 5 6s2 to find the volume and surface area of a cube with sides of length s 5 1

·· 

2 .

17, 67 16

6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 1 x) to produce the equivalent expression 6 1 3x; apply the distributive property to the expression 24x 1 18y to produce the equivalent expression 6(4x 1 3y); apply properties of operations to y 1 y 1 y to produce the equivalent expression 3y.

2, 36, 44 17

6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them). For example, the expressions y 1 y 1 y and 3y are equivalent because they name the same number regardless of which number y stands for.

49 17

6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.

41, 78 18, 20

6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.

12, 46 19

6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x 1 p 5 q and px 5 q for cases in which p, q and x are all nonnegative rational numbers.

9, 33, 77 19

6.EE.8 Write 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.

18, 35, 50, 69 20

6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. For example, in a problem involving motion at constant speed, list and graph ordered pairs of distances and times, and write the equation d 5 65t to represent the relationship between distance and time.

26, 68, 74 21





Geometry5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate

system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).

31 31

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

53 32

6.G.1 Find 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.

15, 45, 72 22

6.G.2 Find 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 5 lwh and V 5 bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.

5, 37, 40 25

6.G.3 Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.

11, 43, 70 23

6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.

10, 52 24

Statistics and Probability6.SP.1 Recognize a statistical question as one that anticipates variability in the data

related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in my school?” is a statistical question because one anticipates variability in students’ ages.

Tested in Grade 7

26

6.SP.2 Understand 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. 27

6.SP.3 Recognize 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.

27

6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 28

6.SP.5 Summarize numerical data sets in relation to their context, such as by: 29

6.SP.5.a Reporting the number of observations. 29

6.SP.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. 29

6.SP.5.c Giving 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.

29

6.SP.5.d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

29


Practice Test

Question Key DOK Primary Standard Additional Standard(s)Ready New York CCLS Instruction Lesson(s)

Book 1

1 A 1 6.NS.6.a – 12

2 D 2 6.EE.3 6.EE.2.a, 6.EE.6 17

3 C 2 6.RP.3.b 6.NS.2 4

4 D 1 6.NS.7.c – 13

5 A 2 6.G.2 – 25

6 A 2 6.NS.3 – 9

7 D 2 6.NS.1 – 6, 7

8 B 2 6.RP.3.a 6.RP.2 3

9 C 2 6.EE.7 6.EE.6 19

10 A 2 6.G.4 – 24

11 C 2 6.G.3 6.NS.6.c, 6.NS.8 23

12 A 2 6.EE.6 6.EE.2.a 19

13 B 2 6.RP.3.d 6.NS.2 4

14 A 2 6.NS.8 5.G.1, 6.NS.6.c 14

15 C 2 6.G.1 – 22

16 B 1 6.NS.4 – 11

17 C 2 6.EE.2.c 6.EE.1 16

18 A 2 6.EE.8 6.EE.5 20

19 A 2 6.NS.6.b 5.G.1, 6.NS.6.c 14

20 A 1 6.NS.6.c 6.NS.3 12

21 A 2 5.OA.3 – 30

22 D 2 6.NS.2 – 8

23 C 2 6.RP.2 – 2

24 B 1 6.EE.2.b – 16

25 C 2 6.NS.5 – 12, 13

26 C 2 6.EE.9 6.EE.2.a 21

27 D 2 6.NS.7.a 6.NS.6.c 13

28 B 2 6.NS.3 – 9, 10

29 C 1 6.EE.1 – 15

30 A 2 6.EE.1 – 15

31 C 1 5.G.1 6.NS.6.c 31

32 B 2 6.RP.3.b – 4

33 C 2 6.EE.7 6.NS.3 19

34 D 2 6.RP.3.d 6.NS.3 4

Book 2

35 C 2 6.EE.8 6.NS.6.c 20

36 B 1 6.EE.3 6.EE.2.a 17

37 C 2 6.G.2 – 25

Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, primary standard, additional standard(s), and corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.


Practice Test (continued)

Question Key DOK Primary Standard Additional Standard(s)Ready New York CCLS Instruction Lesson(s)

Book 2 (continued)

38 B 2 6.RP.3.b – 4

39 B 2 6.EE.1 – 15

40 D 2 6.G.2 – 25

41 A 2 6.EE.5 6.EE.8 18, 20

42 D 2 6.RP.3.c – 5

43 B 2 6.G.3 6.NS.6.c, 6.NS.8 22

44 D 2 6.EE.3 – 17

45 A 2 6.G.1 – 22

46 C 1 6.EE.6 – 19

47 B 2 6.NS.1 – 6, 7

48 C 2 6.RP.3.a 6.NS.6.c 3

49 D 1 6.EE.4 6.EE.3 17

50 B 1 6.EE.8 6.EE.5 20

51 B 2 6.RP.3.c – 5

52 C 2 6.G.4 – 24

53 B 2 5.G.2 6.NS.6.c 32

54 D 2 6.RP.1 – 1

55 A 2 6.NS.6.a 6.NS.5 12

56 C 2 6.NS.6.b 6.NS.6.c 14

57 B 2 6.NS.7.d 6.EE.5 13

58 D 2 6.EE.2.a – 16

59 A 2 6.NS.7.b 6.EE.5 13

60 D 2 6.RP.1 – 1

61 B 1 6.EE.2.b – 16

62 A 1 6.NS.6.c – 14

63 A 2 5.OA.3 – 30

64 C 2 6.RP.2 – 2

65 B 2 6.EE.1 – 15

66 D 2 6.RP.3.c – 5

67 D 2 6.EE.2.c 6.EE.1.b 16

68 B 2 6.EE.9 – 21

Book 3

69 See Page 5 2 6.EE.8 6.EE.5, 6.NS.6.c 20

70 See Page 5 2 6.G.3 5.G.1, 6.NS.8 23

71 See Page 5 3 6.RP.3.c – 5

72 See Page 5 2 6.G.1 – 22

73 See Page 5 3 6.NS.7.c – 13

74 See Page 5 2 6.EE.9 5.G.2, 6.NS.6.c 21

75 See Page 5 2 6.RP.3.b – 4

76 See Page 6 2 6.NS.8 6.NS.6.c 14

77 See Page 6 2 6.EE.7 6.RP.2 19

78 See Page 6 2 6.EE.5 6.EE.8 18, 20

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