math g6 bm1 midyr teacher cl 1-8-13 - ousd...

Mid-‐Year Mathematics Exam

Math 6 2012-‐13

TEACHER VERSION

DIRECTIONS There are three parts to this Mid-‐Year Exam. Complete each section using what you understand about mathematics and your reasoning.

Part I Selected Response: This section has ten items. Mark your answer on the answer sheet by filling in your answer choice.

Part II Constructed Response: This section consists of three tasks. Write your answer and show your work in the space provided below the question.

Part III Performance Task: This section consists of two tasks. Show your thinking on each question and be sure to write your answer in the space provided below the question.

As you work in each section you may want to use the following four allowable tools: 1) straight edge ruler, 2) Algebra Tiles, 3) colored pencils and 4) graph paper.

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Oakland USD_BM1_Mid-‐Year_2012-‐13 of 16

TEACHER VERSION

Part I – Selected Response

A. $0.20 B. $0.25 C. $2.00 D. $2.50

6.RP.3b, 6.RP.2

A. 35.51 B. 36 C. 36.49 D. 113.41

6.NS.3

A. 2 B. 4 C. 5 D. 7

6.RP.3d

1 A store sign indicates that pencils are 6 for $1.50. Find the total cost of buying 10 pencils.

2 Subtract: 74.46−38.95

3 Janice has a 7-‐foot-‐long piece of fabric. She needs to cut pieces that are 15 inches long from the fabric. What is the greatest number of 15-‐inch pieces she can cut from the fabric?

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TEACHER VERSION

A. Are there any gold buttons in this jar? B. What is the typical number of holes in these buttons? C. How large is the largest button in the jar? D. How many buttons are green?

6.SP.1

A. cookies 50 100 200 400 800 hours 1 2 3 4 5

B.

cookies 99 100 101 102 103 hours 1 2 3 4 5

C.

cookies 0 100 200 300 400 hours 1 2 3 4 5

D.

cookies 50 100 150 200 250 hours 1 2 3 4 5

6.RP.3a

4 Zeke likes to collect buttons and he keeps them in a jar. Zeke can empty the buttons out of the jar, so he can see all of his buttons at once. Which of the following is a stastical question that someone could ask Zeke about his buttons?

5 Madeline can decorate 100 cookies in 2 hours. Which ratio table can be used to figure out how many cookies she can decorate in 5 hours?

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TEACHER VERSION

A. 73 B. 85 C. 86 D. 95

6.SP.5c

A. 73 B. 85 C. 86 D. 95

6.SP.5c

6 Five friends got math scores of 95, 73, 98, 86, and 73 on a math test. What is the mean?

7 What is the median of the scores in question #6?

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TEACHER VERSION

A. 16×2+ 4 B. 4+ 2×16 C. 4.2×16 D. 16×4+ 2

6.RP.3d

A. 6.24 B. 6.34 C. 12.34 D. 62.88

6.NS.2

8 Jose caught a fish that weighed 4 pounds 2 ounces. If there are 16 ounces in each pound, which of the following shows how to find the total number of ounces in 4 pounds 2 ounces?

9 Divide: 74.88÷12

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TEACHER VERSION

A.

⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛ ⅛

1 1 1 1 ¾ B.

C.

D.

8 8 8 8 8

1 1 1 1 ¾

6.NS.1

10 Marlene works at a bead store. She has 4 34

pounds of beads. She is dividing the beads into

18pound

packages. Which model does not show how many packages will she be able to make?

32 6

0 1 2 3 4 5

8 8 8 8 6

5 0

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TEACHER VERSION

Part II – Constructed Response

Use the information in the table below to create a histogram, stem-‐and-‐leaf plot or a box plot.

Explain why your representation best represents the range in the box below.

6.SP.3, 6.SP.4, 6.SP.5

11 Coach Jones, a PE teacher, had his students measure how high each student could jump. The students were then instructed to create a representation that best shows the range of their data.

Name Jump Height(cm)

Explain why your representation best represents the range in the box below. Vanessa

27 Angel 13 Logan 51

Shaniqua 54 Chantrice 62

Bob 56 Sarah 12 Brian 79 Maria 29 Ella 32

Megan 20 Michael 27 Ross 70 Gary 19 Mary 49

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TEACHER VERSION

At what rate are the lawns being mowed? Show or explain your answer.

At that rate, how many lawns can you mow in 36 hours? Show or explain your answer.

6.RP.2, 6.RP.3

for 12cups of flour. How many batches of cookies can you make? Show or explain your answer.

6.NS.1

12 You decide to start a lawn mowing business. On your first day, you are able to mow 4 lawns in 6 hours.

13 You are making a batch of cookies. You have

34cups of flour left in your cabinet. Your recipe calls

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TEACHER VERSION

Part III – Performance Tasks

Tim grows linflowers from seeds. But not all of his seeds start to grow. He has found that for every 100 seeds he sows, only about 75 start to grow.

1. Tim sows 20 linflower seeds. How many would you expect to start to grow? Show your reasoning.

_________________ linflowers grow

2. Tim sows 24 seeds in a box. Each cross marks the position of a seed.

Guess which of the seeds start to grow. Draw circles around the crosses to show the seeds which do not start to grow. There is more than one correct answer to this question. Explain your reasoning.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Copyright 2000 by Mathematics Assessment Resource Service

14 LINFLOWER SEEDS

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TEACHER VERSION

Hugh works in a nature reserve. He has caught a number of animals of one species in an area of woodland. He records their weights in grams, then he puts their weights in grouped frequency tables.

Hugh uses these tables to plot the two graphs shown below.

1. Find the median weights of the male and female animals.

In which groups do they lie?

Males _______________________________ Females _______________________________

15 ANIMALS

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TEACHER VERSION

2. Using the graphs and tables for evidence, write three different statements comparing the similarities

and differences between the weights of the male and female animals. (a)

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

(b) _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

(c) _____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Copyright 2004 by Mathematics Assessment Resource Service.

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TEACHER VERSION

Answer Key Part I Selected Response

1. D 2. A 3. C 4. B 5. D

6. B 7. C 8. D 9. A 10. D

Item Alignment

Item CCSS CST

1 6.RP.3b, 6.RP.2 6NS1.2, 6AF2.2

2 6.NS.3 6NS2.2

3 6.RP.3d 6NS1.3

4 6.SP.1 6NS1.4

5 6.RP.3a 6NS1.2

6 6.SP.5c 6PS.1

7 6.SP.5c 6.PS.1

8 6.RP.3d 6AF2.1

9 6.NS.2 6NS2.3

10 6.NS.1 6NS2.2

Performance Standard Criteria

Not Proficient

1

Partial Proficiency

2

Proficient 3

Advanced Proficiency 4

Less than 60% 60 – 69% 70 – 84% 85 – 100%

< 6 correct 6 out of 10 7-‐8 out of 10 9 out of 10

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TEACHER VERSION

Part II Constructed Response

Item Solution

11 Student creates an accuarte stem-‐and-‐leaf plot, histogram OR box plot Explains how the representation shows a range of 67

0 Points for an incomplete representation AND no justification for how the representation best represents the range

1 Point for an accurate representation OR a justification for how the representation best represents the range

2 Points for an accurate representation AND a justification for how the representation best represents the range

12

24 lawns ⅔ or 0.67 lawns per hour

0 Points for 0 correct answers 1 Point for 1 correct answer with evidence of mathematical reasoning OR 2 correct answers with no evidence of mathematical reasoning

2 Points for 2 correct answers with evidence of mathematical reasoning

13

1½ batches of cookies

0 Points for incorrect answer 1 Point for correct answer OR evidence of mathematical reasoning 2 Points for correct answer AND evidence of mathematical reasoning

Item Alignment

Item CCSS CST 11 6.SP.3, 6.SP.4, 6.SP.5 6PS1.1

12 6.RP.2, 6.RP.3 6AF2.1, 6AF2.3

13 6.NS.1 6NS2.1, 6NS2.2


Not Proficient 1

Partial Proficiency 2

Proficient 3

Advanced Proficiency 4

Less than 60% 60 – 69% 70 – 84% 85 – 100%

< 4 points 4 out of 6 points 5 out of 6 points 6 out of 6 points

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TEACHER VERSION

Part III Performance Tasks

14. Linflower Seeds The core elements of performance required by this task are:

• Showing your understanding of proportional reasoning Points Section

Points 1. 15

Explains that = ×75 3 3

/ 20100 4 4

1 1

2

2. Circles 6 +’s

Explains that 14 will not grow / finds 1

4 of 24

1 2

3

Total 5


Below Proficiency At or Above Proficiency

< 3 3 out of 5


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TEACHER VERSION

15. Animals The core elements of performance required by this task are:

• Find the median, mode and range of a set of tabulated data

• Interpret graphs

Points Section Points

1. Gives correct answers: Males 50-‐59 group Females 50-‐59 group

1 1

2

2. Allow 1 point for each correct response; maximum 3 points.

Expected correct responses include:

• Both male and female weights have the same range. • The female weights have 2 peaks (bimodal) while the

males have only 1 peak. • Many of the male weights lie in their median group,

but only a few of the female weights lie in their median group.

• There are more males (37) than females (34).

1 1 1 1

Max 3

Total 5


Below Proficiency At or Above Proficiency

< 3 3 out of 5


Math 6 1


TEACHER VERSION

Claims: Overall Claim for Math 6–8 “Students can demonstrate progress toward college and career readiness in mathematics.” Claim 1 – Concepts & Procedures “Students can explain and apply mathematical concepts and interpret and carry out mathematical procedures with precision and fluency.” Claim 2 – Problem Solving “Students can solve a range of complex well-‐posed problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.” Claim 3 – Communicating Reasoning “Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others.” Claim 4 – Modeling and Data Analysis “Students can analyze complex, real-‐world scenarios and can construct and use mathematical models to interpret and solve problems.”

math g6 bm1 midyr teacher cl 1-8-13 - ousd...

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