MCAS Performance Indicator - PDF Free Download

GRADE 6 MCAS Performance Indicator Form A Teacher s Guide and Answer Key Mathematics Continental Press

Contents Introduction to MCAS Mathematics Performance Indicators........... 3 Using Your Performance Indicator Directions for Administering Session 1......................... 4 Directions for Administering Session 2......................... 5 Answer Key Session 1.................................................... 7 Session 2.................................................... 7 Reproducible Answer Sheet for Sessions 1 and 2..................... 9 Reproducible Answer Sheet for Sessions 1 and 2, with Answer Key... 10 Scoring Rubric for Open-Response Items........................... 11 Reproducible Skill Analysis Chart for Sessions 1 and 2............... 12 Massachusetts Mathematics Curriculum Framework, Grade 6......... 13 Reproducible Mathematics Reference Sheet......................... 17 Reproducible Cut-Out Tools....................................... 18 ISBN 0-8454-K3416-0 Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

MCAS Mathematics Performance Indicators The MCAS Mathematics Performance Indicator practice tests are designed to help students prepare for the Massachusetts state test in Mathematics. There are two forms of the Performance Indicators available. They are parallel forms that can be administered before instruction and after, or at any time during the school year. The MCAS Finish Line Mathematics Workbook, Grade 6 provides a complete sequence of instruction in the assessed standards of the Massachusetts Mathematics Curriculum Framework. The workbook includes guided practice and independent practice for each mathematics skill in multiple-choice, short-answer, and open-response formats. A list of assessed skills is available at the back of this guide. The MCAS Mathematics Performance Indicators, Grade 6 are divided into two sessions: Session 1 and Session 2. The sessions should be administered simultaneously on a single day. Sessions 1 and 2 contain multiple-choice, short-answer, and open-response questions. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Short-answer questions require students to provide a written response a short statement or a numeric computation, for example. Open-response questions require a more extensive answer, usually as a written response or by completing a table, chart, or graph. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the Performance Indicator, an answer key, correlations to the Massachusetts Mathematics Curriculum Framework, scoring guidelines and rubrics, a class skill analysis chart for all question types, a reproducible reference sheet, and a reproducible page of cut-out tools. The chart below provides a sample timetable for administering the Grade 6 Performance Indicator. Session 1 12 multiple-choice questions 60 minutes, plus an additional Day 1 2 short-answer questions 10 minutes for preparation 3 open-response questions Session 2 17 multiple-choice questions 60 minutes, plus an additional Day 1 3 short-answer questions 10 minutes for preparation 2 open-response questions MCAS Mathematics Performance Indicator Form 6A 3

Session 1 Using Your Performance Indicator Mathematics tests today are usually given in multiple sessions. You will probably want your students to work with the MCAS Mathematics Performance Indicator practice tests in the same way. In addition, schedule review sessions as close as possible to the completion of each part; this will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with the students ways in which their written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice questions, reproduce the answer sheet on page 9 of this guide. Remind students to write their name on the answer sheet. Then instruct them on how to fill in the circles clearly. Like actual tests, the Performance Indicators ask students to use particular mathematical tools, such as rulers, as well as a reference sheet for mathematical formulas. Every student should have his or her own set of these tools and a reference sheet. Blackline masters for making them appear on pages 17 18 of this guide. Before beginning the practice materials, copy the master for the tools onto heavy cardstock and cut out and distribute a set of tools and an individual storage envelope to each student. These tools are also available in punch-out form from Continental Press. Alternatively, provide students with similar manipulatives and tools to use. At some levels of the MCAS, calculator use is permitted or required. Supply calculators as needed. Allow 60 minutes for this first session. Make sure each student has a Performance Indicator, Form A, two No. 2 pencils, a set of tools, a reference sheet, and an optional answer form, if you are using it. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to answer the 17 questions. Check to be sure students have written their name on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully, before circling the letter of the best answer. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any questions on the test. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 10. If you finish early, review your work and just sit quietly until the time is up. Are there any questions? Pause to answer any questions. 4 MCAS Mathematics Performance Indicator Form 6A

SAY I am now writing the time on the chalkboard. Turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 10 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Thank the class for their cooperation. Take a short break and then begin Session 2. Session 2 Allow 60 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, a reference sheet, and a set of tools. SAY Now you will begin Session 2. Please turn to page 11. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any question on the test. Write all of your answers in the booklet. It is important to show all of your work in addition to your final answers. If you see the words Go On at the bottom of the page, keep on reading and answering the questions. Continue working until you see the word Stop. Does anyone have any questions? Address any questions. Remind the students that you are going to make the session seem as much as possible like the real test they will be taking. SAY You have 60 minutes to work on this session. Continue working until you reach the word Stop on page 19. If you finish early, review your work. Then sit quietly until the time is up. I am now writing the time on the chalkboard. Turn to page 12 and begin. Write the time on the chalkboard. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish question 39 before the time is up, be sure to go back and check your answers. When the time is up, get ready to collect the booklets. SAY Time s up. Please close your booklets. You have now completed all the sessions of your Performance Indicator. MCAS Mathematics Performance Indicator Form 6A 5

Collect the students booklets, making sure each student s name is on the inside front cover. Thank the class for their cooperation. After you check the answers for Sessions 1 and 2 using the answer key on pages 7 8 of this guide, review the responses with students. Continue to work with students to improve all aspects of their mathematical skills. 6 MCAS Mathematics Performance Indicator Form 6A

Answer Key Session 1 1. B [6.N.4] 2. B [6.N.13] 3. C [6.P.1] 4. B [6.P.3] 5. D [6.G.3] 6. D [6.D.4] 7. C [6.N.1] 8. D [6.N.6] 9. A [6.P.2] 10. Open-response [6.P.4] a. Time (in years) TREE GROWTH Height (in feet) 0 10 1 14 2 18 3 22 4 26 5 30 b. h 4t 10 c. 50 feet; Explanations may vary but should say something like the following: I substituted t 10 into my equation from part b: h 4(10) 10 40 10 = 50 feet. 11. Short-answer [6.G.4] ( 4, 2) 12. Short-answer [6.D.4] 30 13. Open-response [6.N.5] 1 a. 3 ; Explanations may vary but should say something like the following: There are 12 sections, and 4 of them are shaded, so 4 the fraction is 12. To write this in lowest terms, divide the numerator and the 4 4 4 1 denominator by 4: 12 12 4 3. b. 0.333 ; Explanations may vary but should say something like the following: I divided 1 by 3: 0.333 3 1.000.9 10 19 10 19 c. 33.3%; Explanations may vary but should say something like the following: To change 0.333 to a percent, I moved the decimal point two places to the right. 14. B [6.P.5] 15. A [6.G.2] 16. B [6.G.9] 17. Open-response [6.M.5] a. The diameter is twice the radius, so it s 2 3 6 feet. b. The circumference is the diameter multiplied by, so it s 6 feet, or about 6 3.14 18.84 feet. c. The area formula is A r 2, and r 3, so A (3) 2 9, or about 9 3.14 28.26 square feet. d. If the radius is doubled to 6 feet, the area becomes A (6) 2 36 square feet, which is 4 times the area when the radius is 3 feet. Session 2 18. A [6.N.3] 19. C [6.N.8] 20. A [6.N.11] 21. D [6.P.4] 22. D [6.P.7] 23. C [6.M.3] 24. C [6.M.6] 25. A [6.D.1] 26. D [6.D.2] 27. Open-response [6.G.1] a. Triangle 1 is isosceles because it has two equal sides. b. yes; Explanations may vary but should say something like the following: An isosceles triangle could have two perpendicular sides as shown in this picture: c. no; Explanations may vary but should say something like the following: Two parallel sides would never meet, as shown in this picture: MCAS Mathematics Performance Indicator Form 6A 7

28. Short-answer [6.N.7] 3, 0, 2, 5, 6 29. Short-answer [6.P.5] 9 30. Short-answer [6.M.4] 32 square centimeters 31. Open-response [6.D.1] a. 17; Explanations may vary but should say something like the following: The scores add up to 119, and there are 7 scores. So the mean is 119 7 17 points. b. 17; Explanations may vary but should say something like the following: Listed in order, the scores are 14, 15, 16, 17, 18, 19, 20. The middle score is 17, so that s the median. c. yes; Explanations may vary but should say something like the following: Changing the 18-point score to 20 will change the sum of the scores to 121, and when 121 is divided by 7 the answer will be different than when 119 is divided by 7. d. no; Explanations may vary but should say something like the following: This won t change the median; the middle score will still be 17. 32. D [6.N.9] 33. A [6.N.15] 34. B [6.N.16] 35. C [6.P.6] 36. D [6.G.6] 37. B [6.M.7] 38. C [6.D.3] 39. C [6.N.14] 8 MCAS Mathematics Performance Indicator Form 6A

Name Session 1 Answer Sheet 11 a b c d 10 a b c d 12 a b c d 11 a b c d 13 a b c d 12 a b c d 14 a b c d 13 a b c d 15 a b c d 14 a b c d 16 a b c d 15 a b c d 17 a b c d 16 a b c d 18 a b c d 17 a b c d 19 a b c d Session 2 Answer Sheet 18 a b c d 29 a b c d 19 a b c d 30 a b c d 20 a b c d 31 a b c d 21 a b c d 32 a b c d 22 a b c d 33 a b c d 23 a b c d 34 a b c d 24 a b c d 35 a b c d 25 a b c d 36 a b c d 26 a b c d 37 a b c d 27 a b c d 38 a b c d 28 a b c d 39 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 6A

Session 1 Answer Sheet, Answer Key 11 a b c d 10 a b c d 12 a b c d 11 a b c d 13 a b c d 12 a b c d 14 a b c d 13 a b c d 15 a b c d 14 a b c d 16 a b c d 15 a b c d 17 a b c d 16 a b c d 18 a b c d 17 a b c d 19 a b c d Session 2 Answer Sheet, Answer Key 18 a b c d 29 a b c d 19 a b c d 30 a b c d 20 a b c d 31 a b c d 21 a b c d 32 a b c d 22 a b c d 33 a b c d 23 a b c d 34 a b c d 24 a b c d 35 a b c d 25 a b c d 36 a b c d 26 a b c d 37 a b c d 27 a b c d 38 a b c d 28 a b c d 39 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 6A

MCAS Mathematics Rubric for Open-Response Items Rubrics for the MCAS mathematics items are specific to the individual items. The following rubric provides general guidelines for evaluating the open-response items in the MCAS Mathematics Performance Indicator practice tests. In reviewing student work, tailor the rubric to the learning standard covered in the item. Score Description 4 The student response demonstrates an exemplary understanding of the concepts involved in the specific learning standard. 3 The student response demonstrates a good understanding of the concepts involved in the specific learning standard. Although there is significant evidence that the student is able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result, the response merits 3 points. 2 The student response demonstrates a fair understanding of the concepts involved in the specific learning standard. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points. 1 The student response demonstrates only a minimal understanding of the concepts involved in the specific learning standard. 0 The student response contains insufficient evidence of an understanding of the concepts involved in the specific learning standard to merit any points. MCAS Mathematics Performance Indicator Form 6A 11

MCAS Mathematics Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis for Form 6A Sessions 1 and 2 Number Sense and Operations #1, 2, 7, 8, 13*, 18, 19, 20, 28, 32, 33, 34, 39 16 points possible Patterns, Relations, and Algebra #3, 4, 9, 10*, 14, 21, 22, 29, 35 12 points possible Geometry #5, 11, 15, 16, 27*, 36 9 points possible Measurement #17*, 23, 24, 30, 37 8 points possible Data Analysis, Statistics, and Probability #6, 12, 25, 26, 31*, 38 9 points possible TOTAL SCORE 54 points possible *Open-response items are worth up to 4 points each.

Massachusetts Mathematics Curriculum Framework, Grade 6 Number Sense and Operations Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 Demonstrate an understanding of positive integer exponents, in particular, when used in powers of ten, e.g., 10 2, 10 5. Demonstrate an understanding of place value to billions and thousandths. Represent and compare very large (billions) and very small (thousandths) positive numbers in various forms, such as expanded notation without exponents, e.g., 9,724 (9 1,000) (7 100) (2 10) 4. Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of unit wholes, as parts of a collection, and as locations on a number line. Identify and determine common equivalent fractions, mixed numbers, decimals, and percents. Find and position integers, fractions, mixed numbers, and decimals (both positive and negative), on the number line. Compare and order integers (including negative integers), positive fractions, mixed numbers, decimals, and percents. Apply number theory concepts including prime and composite numbers, prime factorization, greatest common factor, least common multiple, and divisibility rules for 2, 3, 4, 5, 6, 9, and 10 to the solution of problems. Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Use a number line to model addition and subtraction of integers, with the exception of subtracting negative integers. Apply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (,,, ). MCAS Mathematics Performance Indicator Form 6A 13

6.N.12 6.N.13 6.N.14 6.N.15 6.N.16 Demonstrate an understanding of the inverse relationships of addition and subtraction, and use that understanding to simplify computation and solve problems. Accurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals. Accurately and efficiently add, subtract, multiply, and divide positive fractions and mixed numbers. Simplify fractions. Add and subtract integers, with the exception of subtracting negative integers. Estimate results of computations with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Describe reasonableness of estimates. Patterns, Relations, and Algebra Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.P.1 6.P.2 6.P.3 6.P.4 6.P.5 6.P.6 6.P.7 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1, 5, 9, 13, ; 3, 9, 27. Replace variables with given values and evaluate/simplify, e.g., 2 ( ) 3 when 4. Use the properties of equality to solve problems with whole numbers, e.g., if 7 13, then 13 7, therefore 6; if 3 15, then 15 3, therefore 5. Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols, e.g., input-output tables. Solve linear equations using concrete models, tables, graphs, and paper-pencil methods. Produce and interpret graphs that represent the relationship between two variables in everyday situations. Identify and describe relationships between two variables with a constant rate of change. Contrast these with relationships where the rate of change is not constant. 14 MCAS Mathematics Performance Indicator Form 6A

Geometry Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.G.1 6.G.2 6.G.3 6.G.4 6.G.5 6.G.6 6.G.7 6.G.8 6.G.9 Measurement Strand Identify polygons based on their properties, including types of interior angles, perpendicular or parallel sides, and congruence of sides, e.g., squares, rectangles, rhombuses, parallelograms, trapezoids, and isosceles, equilateral, and right triangles. Identify three-dimensional shapes (e.g., cubes, prisms, spheres, cones, and pyramids) based on their properties such as edges and faces. Identify relationships among points, lines, and planes (e.g., intersecting, parallel, perpendicular). Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). Find the distance between two points on horizontal or vertical number lines. Predict, describe, and perform transformations on two-dimensional shapes, e.g., translations, rotations, and reflections. Identify types of symmetry, including line and rotational. Determine if two shapes are congruent by measuring sides or a combination of sides and angles, as necessary or by motions or series of motions, e.g., translations, rotations, and reflections. Match three-dimensional objects and their two-dimensional representations, e.g., nets, projections, and perspective drawings. Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.M.1 6.M.2 6.M.3 Apply the concepts of perimeter and area to the solution of problems. Apply formulas where appropriate. Identify, measure, describe, classify, and construct various angles, triangles, and quadrilaterals. Solve problems involving proportional relationships and units of measurement, e.g., same system unit conversions, scale models, maps, and speed. MCAS Mathematics Performance Indicator Form 6A 15

6.M.4 6.M.5 Find areas of triangles and parallelograms. Recognize that shapes with the same number of sides but different appearances can have the same area. Develop strategies to find the area of more complex shapes. Identify, measure, and describe circles and the relationships of the C radius, diameter, circumference, and area (e.g., d 2r, ), d and use the concepts to solve problems. Data Analysis, Statistics, and Probability Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.D.1 6.D.2 6.D.3 6.D.4 Describe and compare data sets using the concepts of median, mean, mode, maximum and minimum, and range. Construct and interpret stem-and-leaf plots, line plots, and circle graphs. Use tree diagrams and other models (e.g., lists and tables) to represent possible or actual outcomes of trials. Analyze the outcomes. Predict the probability of outcomes of simple experiments (e.g., tossing a coin, rolling a die) and test the predictions. Use appropriate ratios between 0 and 1 to represent the probability of the outcome and associate the probability with the likelihood of the event. 16 MCAS Mathematics Performance Indicator Form 6A

Mathematics Reference Sheet Perimeter Formulas Square P 4s Rectangle P 2b 2h or P 2l 2w Triangle P a b c Area Formulas Square A s s or A lw Rectangle A bh or A lw Parallelogram A bh Triangle A 1 bh 2 Volume Formulas Rectangular Prism Cube V lwh V s s s Surface Area Rectangular Prism SA 2lw 2lh 2wh Circle Formulas Circumference C 2 r or C d Area A r 2 Conversions 3 feet 1 yard 5,280 feet 1 mile 60 seconds 1 minute 60 minutes 1 hour MCAS Mathematics Grade 6 Continental Press

0 0 CUT-OUT TOOLS Protractor 40 50 130 60 120 70 110 80 100 90 90 100 80 110 70 60 120 50 130 140 40 30 140 150 150 30 20 160 20 160 10 170 10 170 Ruler 0 180 180 Inches 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Centimeters Protractor 40 50 130 60 120 70 110 80 100 90 90 100 80 110 70 60 120 50 130 140 40 30 140 150 150 30 20 160 20 160 10 170 10 170 Ruler 0 180 180 Inches 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Centimeters MCAS Mathematics Grade 6 Continental Press

CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA 17022 800-233-0759 www.continentalpress.com Form 6A ISBN 0-8454-K3416-0

GRADE 6 MCAS Performance Indicator Form B Teacher s Guide and Answer Key Mathematics Continental Press

Contents Introduction to MCAS Mathematics Performance Indicators........... 3 Using Your Performance Indicator Directions for Administering Session 1......................... 4 Directions for Administering Session 2......................... 5 Answer Key Session 1.................................................... 7 Session 2.................................................... 7 Reproducible Answer Sheet for Sessions 1 and 2..................... 9 Reproducible Answer Sheet for Sessions 1 and 2, with Answer Key... 10 Scoring Rubric for Open-Response Items........................... 11 Reproducible Skill Analysis Chart for Sessions 1 and 2............... 12 Massachusetts Mathematics Curriculum Framework, Grade 6......... 13 Reproducible Mathematics Reference Sheet......................... 17 Reproducible Cut-Out Tools....................................... 18 ISBN 0-8454-K3417-9 Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

Session 1 Using Your Performance Indicator Mathematics tests today are usually given in multiple sessions. You will probably want your students to work with the MCAS Mathematics Performance Indicator practice tests in the same way. In addition, schedule review sessions as close as possible to the completion of each part; this will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with the students ways in which their written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice questions, reproduce the answer sheet on page 9 of this guide. Remind students to write their name on the answer sheet. Then instruct them on how to fill in the circles clearly. Like actual tests, the Performance Indicators ask students to use particular mathematical tools, such as rulers, as well as a reference sheet for mathematical formulas. Every student should have his or her own set of these tools and a reference sheet. Blackline masters for making them appear on page 18 of this guide. Before beginning the practice materials, copy the master for the tools onto heavy cardstock and cut out and distribute a set of tools and an individual storage envelope to each student. These tools are also available in punch-out form from Continental Press. Alternatively, provide students with similar manipulatives and tools to use. At some levels of the MCAS, calculator use is permitted or required. Supply calculators as needed. Allow 60 minutes for this first session. Make sure each student has a Performance Indicator, Form B, two No. 2 pencils, a set of tools, a reference sheet, and an optional answer form, if you are using it. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to answer the 17 questions. Check to be sure students have written their name on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully, before circling the letter of the best answer. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any questions on the test. Remember that you have 60 minutes to work on Session 1. Continue working until you reach the word Stop on page 10. If you finish early, review your work and just sit quietly until the time is up. Are there any questions? Pause to answer any questions. 4 MCAS Mathematics Performance Indicator Form 6B

SAY I am now writing the time on the chalkboard. Turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 10 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Thank the class for their cooperation. Take a short break and then begin Session 2. Session 2 Allow 60 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, a reference sheet, and a set of tools. SAY Now you will begin Session 2. Please turn to page 11. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any question on the test. Write all of your answers in the booklet. It is important to show all of your work in addition to your final answers. If you see the words Go On at the bottom of the page, keep on reading and answering the questions. Continue working until you see the word Stop. Does anyone have any questions? Address any questions. Remind the students that you are going to make the session seem as much as possible like the real test they will be taking. SAY You have 60 minutes to work on this session. Continue working until you reach the word Stop on page 18. If you finish early, review your work. Then sit quietly until the time is up. I am now writing the time on the chalkboard. Turn to page 12 and begin. Write the time on the chalkboard. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish question 39 before the time is up, be sure to go back and check your answers. When the time is up, get ready to collect the booklets. SAY Time s up. Please close your booklets. You have now completed all the sessions of your Performance Indicator. MCAS Mathematics Performance Indicator Form 6B 5

Answer Key Session 1 1. C [6.N.4] 2. B [6.N.13] 3. B [6.P.1] 4. A [6.P.3] 5. D [6.G.3] 6. B [6.D.4] 7. B [6.N.1] 8. C [6.N.6] 9. C [6.P.2] 10. Open-response [6.P.4] a. 16 meters per second; Explanations may vary but should say something like the following: The horse travels 32 meters every 2 seconds, so that s 32 2 16 meters per second. b. 320 meters; Explanations may vary but should say something like the following: The horse travels 16 meters per second, so 16 20 seconds 320 meters. c. d 16t 11. Short-answer [6.G.4] ( 3, 4) 12. Short-answer [6.D.4] 4 15 13. Open-response [6.N.5] 3 a. 8 ; Explanations may vary but should say something like the following: He read 12 novels out of a total of 32 books so the 12 fraction is 32. To write this in lowest terms, divide the numerator and denominator by 4: 32 32 4 8. 12 12 4 3 b..375; Explanations may vary but should say something like the following: I divided 3 by 8: 0.375 8 3.000 2.4 60 56 40 40 c. 37.5%; Explanations may vary but should say something like the following: To change a decimal to a percent, I moved the decimal point two places to the right. 14. A [6.P.5] 15. D [6.G.2] 16. C [6.G.9] 17. Open-response [6.M.5] a. 200 yards; Explanations may vary but should say something like the following: Anecia walked half of the circumference of the circle, so the circumference is 314 2 628 yards. The circumference is the diameter, or 3.14, so the diameter is 628 3.14 200 yards. b. 100 yards; Explanations may vary but should say something like the following: The radius is half of the diameter: 200 2 100 yards. c. about 31,400 square yards; Explanations may vary but should say something like the following: The area formula is A r 2, and r 100, so A (100) 2 10,000, or about 10,000 3.14 31,400 square yards. Session 2 18. C [6.N.3] 19. D [6.N.8] 20. B [6.N.11] 21. C [6.P.4] 22. A [6.P.7] 23. C [6.M.3] 24. D [6.M.6] 25. C [6.D.1] 26. B [6.D.2] 27. Open-response [6.G.1] a. parallelogram b. rectangle; Explanations may vary but should say something like the following: The three clues describe a rectangle, because a parallelogram with at least one right angle is a rectangle. c. 4. All four sides are equal. 28. Short-answer [6.N.7] Peter, Deanne, Consuela, Tyrell 29. Short-answer [6.P.5] 14 minutes 30. Short-answer [6.M.4] 20 square units 31. Open-response [6.D.1] a. 7; Explanations may vary but should say something like the following: The mode is the length that appears most often. 7 inches appears 3 times, which is more than any other length. MCAS Mathematics Performance Indicator Form 6B 7

b. 8.1; Explanations may vary but should say something like the following: The sum of the ten lengths is 81, and 81 10 8.1. So the mean is 8.1 inches. c. 7.5; Explanations may vary but should say something like the following: The two middle values are 7 and 8, so the median is the average of 7 and 8, which is 7.5. d. Explanations may vary but should say something like the following: The 14-inch length causes the mean to be greater than the median. 32. A [6.N.9] 33. B [6.N.15] 34. B [6.N.16] 35. C [6.P.6] 36. A [6.G.6] 37. D [6.M.7] 38. D [6.D.3] 39. B [6.N.14] 8 MCAS Mathematics Performance Indicator Form 6B

MCAS Mathematics Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis for Form 6B Sessions 1 and 2 Number Sense and Operations #1, 2, 7, 8, 13*, 18, 19, 20, 28, 32, 33, 34, 39 16 points possible Patterns, Relations, and Algebra #3, 4, 9, 10*, 14, 21, 22, 29, 35 12 points possible Geometry #5, 11, 15, 16, 27*, 36 9 points possible Measurement #17*, 23, 24, 30, 37 8 points possible Data Analysis, Statistics, and Probability #6, 12, 25, 26, 31*, 38 9 points possible TOTAL SCORE 54 points possible *Open-response items are worth up to 4 points each.

Massachusetts Mathematics Curriculum Framework, Grade 6 Number Sense and Operations Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.N.1 6.N.2 6.N.3 6.N.4 6.N.5 6.N.6 6.N.7 6.N.8 6.N.9 6.N.10 6.N.11 Demonstrate an understanding of positive integer exponents, in particular, when used in powers of ten, e.g., 10 2, 10 5. Demonstrate an understanding of place value to billions and thousandths. Represent and compare very large (billions) and very small (thousandths) positive numbers in various forms, such as expanded notation without exponents, e.g., 9,724 (9 1,000) (7 100) (2 10) 4. Demonstrate an understanding of fractions as a ratio of whole numbers, as parts of unit wholes, as parts of a collection, and as locations on a number line. Identify and determine common equivalent fractions, mixed numbers, decimals, and percents. Find and position integers, fractions, mixed numbers, and decimals (both positive and negative), on a number line. Compare and order integers (including negative integers), positive fractions, mixed numbers, decimals, and percents. Apply number theory concepts including prime and composite numbers, prime factorization, greatest common factor, least common multiple, and divisibility rules for 2, 3, 4, 5, 6, 9, and 10 to the solution of problems. Select and use appropriate operations to solve problems involving addition, subtraction, multiplication, division, and positive integer exponents with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Use a number line to model addition and subtraction of integers, with the exception of subtracting negative integers. Apply the Order of Operations for expressions involving addition, subtraction, multiplication, and division with grouping symbols (,,, ). MCAS Mathematics Performance Indicator Form 6B 13

6.N.12 6.N.13 6.N.14 6.N.15 6.N.16 Demonstrate an understanding of the inverse relationships of addition and subtraction, and use that understanding to simplify computation and solve problems. Accurately and efficiently add, subtract, multiply, and divide (with double-digit divisors) whole numbers and positive decimals. Accurately and efficiently add, subtract, multiply, and divide positive fractions and mixed numbers. Simplify fractions. Add and subtract integers, with the exception of subtracting negative integers. Estimate results of computations with whole numbers, and with positive fractions, mixed numbers, decimals, and percents. Describe reasonableness of estimates. Patterns, Relations, and Algebra Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.P.1 6.P.2 6.P.3 6.P.4 6.P.5 6.P.6 6.P.7 Analyze and determine the rules for extending symbolic, arithmetic, and geometric patterns and progressions, e.g., ABBCCC; 1, 5, 9, 13, ; 3, 9, 27,. Replace variables with given values and evaluate/simplify, e.g., 2 ( ) 3 when 4. Use the properties of equality to solve problems with whole numbers, e.g., if 7 13, then 13 7, therefore 6; 1 1 if 3 15, then 3 15, therefore 5. 3 3 Represent real situations and mathematical relationships with concrete models, tables, graphs, and rules in words and with symbols, e.g., input-output tables. Solve linear equations using concrete models, tables, graphs, and paper-pencil methods. Produce and interpret graphs that represent the relationship between two variables in everyday situations. Identify and describe relationships between two variables with a constant rate of change. Contrast these with relationships where the rate of change is not constant. 14 MCAS Mathematics Performance Indicator Form 6B

6.M.4 6.M.5 6.M.6 6.M.7 Find areas of triangles and parallelograms. Recognize that shapes with the same number of sides but different appearances can have the same area. Develop strategies to find the area of more complex shapes. Identify, measure, and describe circles and the relationships of the C radius, diameter, circumference, and area (e.g., d 2r, ), d and use the concepts to solve problems. Find volumes and surface areas of rectangular prisms. Find the sum of the angles in simple polygons (up to eight sides) with and without measuring the angles. Data Analysis, Statistics, and Probability Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 6.D.1 6.D.2 6.D.3 6.D.4 Describe and compare data sets using the concepts of median, mean, mode, maximum and minimum, and range. Construct and interpret stem-and-leaf plots, line plots, and circle graphs. Use tree diagrams and other models (e.g., lists and tables) to represent possible or actual outcomes of trials. Analyze the outcomes. Predict the probability of outcomes of simple experiments (e.g., tossing a coin, rolling a die) and test the predictions. Use appropriate ratios between 0 and 1 to represent the probability of the outcome and associate the probability with the likelihood of the event. 16 MCAS Mathematics Performance Indicator Form 6B

CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA 17022 800-233-0759 www.continentalpress.com Form 6B ISBN 0-8454-K3417-9