Common Core Edition

New York CCLS 6

Practice
Teacher Guide
Mathematics

Addresses latest
NYSmTe11s/2t0/12
updates fro
st 3
Replaces Practice Te
 ©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
 Table of Contents

For the Teacher 2

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

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

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

1
©Curriculum Associates, LLC 
 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.
2
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
Day 2 Book 2 (questions 35–68) 50* minutes
Day 3 Book 3 (questions 69–78) 70* 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.
©Curriculum Associates, LLC 
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.
©Curriculum Associates, LLC 
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.
3
 Ready™ New York CCLS Mathematics Practice, Grade 6
Answer Form
Name
Teacher Grade
School City

Book 1 Book 2 Book 3

1. ● B C D 35. A B ● D For questions 69 through 78,
2. 36. write your answers in the book.
A B C ● A ● C D
3. 37. 69. See page 5.
A B ● D A B ● D
4. 38. 70. See page 5.
A B C ● A ● C D
5. 39. 71. See page 5.
● B C D A ● C D
6. 40. 72. See page 5.
● B C D A B C ●
7. 41. 73. See page 5.
A B C ● ● B C D
8. 42. 74. See page 5.
A ● C D A B C ●
9. 43. 75. See page 5.
A B ● D A ● C D
10. 44. 76. See page 6.
● B C D A B C ●
11. 45. 77. See page 6.
A B ● D ● B C D
12. 46. 78. See page 6.
● B C D A B ● D
13. A ● C D 47. A ● C D
14. ● B C D 48. A B ● D
15. A B ● D 49. A B C ●
16. A ● C D 50. A ● C D
17. A B ● D 51. A ● C D
18. ● B C D 52. A B ● D
19. ● B C D 53. A ● C D
20. ● B C D 54. A B C ●
21. ● B C D 55. ● B C D
22. A B C ● 56. A B ● D
23. A B ● D 57. A ● C D
24. A ● C D 58. A B C ●
25. A B ● D 59. ● B C D
26. A B ● D 60. A B C ●
27. A B C ● 61. A ● C D
28. A ● C D 62. ● B C D
29. A B ● D 63. ● B C D
30. ● B C D 64. A B ● D
31. A B ● D 65. A ● C D
32. A ● C D 66. A B C ●
33. A B ● D 67. A B C ●
34. A B C ● 68. A ● C D

4
©Curriculum Associates, LLC 
Answers to Short- and Extended-Response Questions

Book 3  pages 32–41 72. (extended response)

For scoring of questions 69–78, see also Mathematics Part A: Possible student drawing:
Rubrics for Scoring, pages 7 and 8. 24 ft
D C
69. (short response)
10 ft
Part A: Possible inequality: m $ 85
E F
Part B: Possible number line: 22 ft
12 ft

70 75 80 85 90 95 100 A G B
9 ft 24 ft
70. (short response)
[not drawn to scale]
Part A:
y
Part B: 681 square feet
10 Part C: $4,086
9
8
73. (short response)
7 Part A: 18
6
5 Part B: Possible explanation: The absolute value
4 tells that the distance between 218 and 0 on a
J (-2, 4) D (2, 4)
3
number line is 18.
2
1 74. (extended response)
O (0, 0) x
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
-1 Part A: Possible equation: y 5 5x
-2
-3 Part B: Possible student graph:
-4
-5
CALORIES BURNED
-6
-7
OVER TIME
-8
60
Calories Burned

-9
50
Number of

-10

40
Part B: 4 miles 30
71. (extended response) 20
Part A: $240 10

Part B: No; Possible explanation: After buying the 0 3 6 9 12 15 18

putter, he has $192 left in his account. The golf Time (in minutes)
irons cost $210.
75. (short response)
Part C: $189
Part A: 70 miles per hour
Part B: 5 hours

5
©Curriculum Associates, LLC 
 76. (extended response)
Part A:
y

10
9
8
D C
7
6
5
4
3 A B
2
1

-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 x
1 2 3 4 5 6 7 8 9 10
-1
-2
-3
-4
-5
-6
-7
-8
-9
-10

Part B: square; The length of each side is 3​ 1 ​ units.

··
2
77. (short response)
Part A: Possible equation: 3b 5 40.20
Part B: $13.40
78. (short response)
Part A: Possible equation: 8g $ 86
Part B: 11

6
©Curriculum Associates, LLC 
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.

7
©Curriculum Associates, LLC 
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.

8
©Curriculum Associates, LLC 
 Correlation Charts

Common Core Learning Standards Coverage by the Ready™ Program

The 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.

Ready™ New York CCLS

Common Core Learning Standards for Grade 6 — Instruction and Practice
Mathematics Standards Practice Instruction
Item Numbers Lesson(s)
Operations and Algebraic Thinking
5.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 21, 63 30
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.
Ratios and Proportional Relationships
6.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 54, 60 1
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.”
6.RP.2 Understand the concept of a unit rate ​ a ​ associated with a ratio a:b with b Þ 0,
·
b
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 ​cup of flour 23, 64 2
··
4
for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per
hamburger.
6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, 3, 8, 13, 32, 34, 38,
e.g., by reasoning about tables of equivalent ratios, tape diagrams, double 3, 4, 5
42, 48, 51, 66, 71, 75
number line diagrams, or equations.
6.RP.3.a Make tables of equivalent ratios relating quantities with whole-
number measurements, find missing values in the tables, and 8, 48 3
plot the pairs of values on the coordinate plane. Use tables to
compare ratios.
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, 3, 32, 38, 75 4
then at that rate, how many lawns could be mowed in 35 hours? At
what rate were lawns being mowed?
6.RP.3.c Find a percent of a quantity as a rate per 100 (e.g., 30% of a
quantity means ​ 30  ​ times the quantity); solve problems involving 42, 51, 66, 71 5
···
100
finding the whole, given a part and the percent.
6.RP.3.d Use ratio reasoning to convert measurement units; manipulate
and transform units appropriately when multiplying or dividing 13, 34 4
quantities.

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

9
©Curriculum Associates, LLC 
 Ready™ New York CCLS
Common Core Learning Standards for Grade 6 — Instruction and Practice
Mathematics Standards Practice Instruction
Item Numbers Lesson(s)
The Number System
6.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 ​ 2​4 ​1 ​ 3 ​ 2​and use a visual fraction model to show the quotient; use
··
3 ··
4
the relationship between multiplication and division to explain that 1​ ​ 2 ​ 2​4 1​ ​ 3 ​ 2​5 ​ 8 ​ 7, 47 6, 7
··
3 ··
4 ··
9
because ​ 3 ​of ​ 8 ​is ​ 2 ​ . (In general, 1​ ​ a ​ 2​4 ​1 ​ c ​ 2​5 ​ ad  ​ .) How much chocolate will each
··
4 ·· 9 ·· 3 ·
b ·
d ··
bc
person get if 3 people share ​ 1 ​lb of chocolate equally? How many ​ 3 ​-cup servings
··
2 ··
4
are in ​ 2 ​of a cup of yogurt? How wide is a rectangular strip of land with length
··
3
​ 3 ​mi and area ​ 1 ​square mi?
··
4 ··
2
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 6, 28 9, 10
standard algorithmfor each operation.
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 16 11
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).
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 25 12, 13
charge); use positive and negative numbers to represent quantities in real-
world contexts, explaining the meaning of 0 in each situation.
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 1, 19, 20, 55, 56, 62 12, 14
points on the line and in the plane with negative number coordinates.
6.NS.6.a Recognize opposite signs of numbers as indicating locations
on opposite sides of 0 on the number line; recognize that the 1, 55 12
opposite of the opposite of a number is the number itself,
e.g., 2(23) 5 3, and that 0 is its own opposite.
6.NS.6.b Understand signs of numbers in ordered pairs as indicating
locations in quadrants of the coordinate plane; recognize that 19, 56 14
when two ordered pairs differ only by signs, the locations of the
points are related by reflections across one or both axes.
6.NS.6.c Find and position integers and other rational numbers on a
horizontal or vertical number line diagram; find and position pairs 20, 62 12, 14
of integers and other rational numbers on a coordinate plane.
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, 27 13
interpret 23 . 27 as a statement that 23 is located to the right of
27 on a number line oriented from left to right.
6.NS.7.b Write, interpret, and explain statements of order for rational
numbers in real-world contexts. For example, write 238C . 278C 59 13
to express the fact that 238C is warmer than 278C.
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 4, 73 13
example, for an account balance of 230 dollars, write |230| 5 30 to
describe the size of the debt in dollars.
6.NS.7.d Distinguish comparisons of absolute value from statements about
order. For example, recognize that an account balance less than 57 13
230 dollars represents a debt greater than 30 dollars.
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 14, 76 14
value to find distances between points with the same first coordinate or the
same second coordinate.

10
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 Ready™ New York CCLS
Common Core Learning Standards for Grade 6 — Instruction and Practice
Mathematics Standards Practice Instruction
Item Numbers Lesson(s)
Expressions and Equations
6.EE.1 Write and evaluate numerical expressions involving whole-number 29, 30, 39, 65 15
exponents.
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 58 16
“Subtract y from 5” as 5 2 y.
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 24, 61 16
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.
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 17, 67 16
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
6.EE.3  pply the properties of operations to generate equivalent expressions. For
A
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 2, 36, 44 17
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.
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). 49 17
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.
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 41, 78 18, 20
inequality true? Use substitution to determine whether a given number in a
specified set makes an equation or inequality true.
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 12, 46 19
unknown number, or, depending on the purpose at hand, any number in a
specified set.
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 9, 33, 77 19
nonnegative rational numbers.
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 18, 35, 50, 69 20
inequalities of the form x . c or x , c have infinitely many solutions;
represent solutions of such inequalities on number line diagrams.
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 26, 68, 74 21
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.

11
©Curriculum Associates, LLC 
 Ready™ New York CCLS
Common Core Learning Standards for Grade 6 — Instruction and Practice
Mathematics Standards Practice Instruction
Item Numbers Lesson(s)
Geometry
5.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 31 31
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).
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 53 32
points in the context of the situation.
6.G.1 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and 15, 45, 72 22
other shapes; apply these techniques in the context of solving real-world and
mathematical problems.
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 5, 37, 40 25
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.
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 11, 43, 70 23
coordinate or the same second coordinate. Apply these techniques in the
context of solving real-world and mathematical problems.
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 10, 52 24
these techniques in the context of solving real-world and mathematical
problems.
Statistics and Probability
6.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 26
my school?” is a statistical question because one anticipates variability in
students’ ages.
6.SP.2 Understand that a set of data collected to answer a statistical question has a 27
distribution which can be described by its center, spread, and overall shape.
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 27
its values vary with a single number.
6.SP.4 Display numerical data in plots on a number line, including dot plots,
28
histograms, and box plots.
6.SP.5 Summarize numerical data sets in relation to their context, such as by: Tested in Grade 7 29
6.SP.5.a Reporting the number of observations. 29
6.SP.5.b Describing the nature of the attribute under investigation, 29
including how it was measured and its units of measurement.
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 29
from the overall pattern with reference to the context in which
the data were gathered.
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 29
were gathered.

12
©Curriculum Associates, LLC 
Ready™ New York CCLS Practice Answer Key and Correlations
The 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
Ready New York CCLS
Question Key DOK Primary Standard Additional Standard(s) 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

13
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 Practice Test (continued)
Ready New York CCLS
Question Key DOK Primary Standard Additional Standard(s) 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

14
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