G6 GoMath EN NL TE AssessmentGuide PDF

Assessment
Guide
GRADE
6
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r03.23
Contents
Overview of Go Math Assessment ........................................................................................................................... v
Data-Driven Decision Making ..........................................................................................................................................ix
Performance Assessment................................................................................................................................................. x
Portfolio Assessment ........................................................................................................................................................xi
Prerequisite Skills Inventory ............................................................................................................................................ 1
Beginning-of-Year Test ............................................................................................................................................. 7
Middle-of-Year Test ...........................................................................................................................................................17
End-of-Year Test ................................................................................................................................................................27
Chapter Tests.......................................................................................................................................................................37
Performance Tasks......................................................................................................................................................... 115
Individual Record Forms ............................................................................................................................................... 180
Correlations ..................................................................................................................................................................... 214

© Houghton Mifflin Harcourt Publishing Company
Grade 6 • Table of Contents iii

Prerequisite Skills Inventory..................................... 1 Chapter 11 Test ............................................................... 97
Individual Record Form ........................................... 180 Individual Record Form . . . . . . . 198
Beginning-of-Year Test ............................................. 7 Chapter 12 Test . . . . . . . . . . . . . . . . . . 103

Middle-of-Year Test .............................................. 17
Chapter 13 Test . . . . . . . . . . . . . . . . . . 109
End-of-Year Test ...................................................... 27
Individual Record Form ........................................... 186 Performance Tasks
Chapter Tests Task 1 . . . . . . . . . . . . . . . . . . . . . . . . . 115
Task 2 . . . . . . . . . . . . . . . . . . . . . . . . . 120
Chapter 1 Test ............................................................... 37
Task 3 . . . . . . . . . . . . . . . . . . . . . . . . . 125
Individual Record Form..................... 188
Task 4 . . . . . . . . . . . . . . . . . . . . . . . . . 130
Chapter 2 Test ............................................................... 43 Task 5 . . . . . . . . . . . . . . . . . . . . . . . . . 135
Individual Record Form..................... 189 Task 6 . . . . . . . . . . . . . . . . . . . . . . . . . 140
Chapter 3 Test ............................................................... 49 Task 7 . . . . . . . . . . . . . . . . . . . . . . . . . 145
Individual Record Form..................... 190 Task 8 . . . . . . . . . . . . . . . . . . . . . . . . . 150

Task 9 . . . . . . . . . . . . . . . . . . . . . . . . . 155
Chapter 4 Test ............................................................... 55 Task 10 . . . . . . . . . . . . . . . . . . . . . . . . 160
Individual Record Form..................... 191 Task 11 . . . . . . . . . . . . . . . . . . . . . . . . 165
Chapter 5 Test ............................................................... 61 Task 12 . . . . . . . . . . . . . . . . . . . . . . . . 170
Individual Record Form..................... 192 Task 13 . . . . . . . . . . . . . . . . . . . . . . . . 175

Individual Record Forms ......................................... 201
Chapter 6 Test ............................................................... 67 © Houghton Mifflin Harcourt Publishing Company
Chapter 7 Test ............................................................... 73

Chapter 8 Test ............................................................... 79

Chapter 9 Test ............................................................... 85

Chapter 10 Test ............................................................... 91

iv
Overview of Go Math Assessment
This guide contains several types of assessments strategically designed for use
throughout the school year. Assessment pacing can also be found in the
Go Math Teacher Edition. The following pages explain how these assessments
help evaluate students’ understanding of mathematics standards. This
guide also contains Individual Record Forms to help guide placement and
instructional decisions and to improve students’ performance.
There are three types of assessments in Go Math:

• Course-Level Assessments track student performance within and across
school years.
• Chapter-Level Assessments appraise proficiency against learning goals
and inform next steps for remediation, enrichment, and small-group
instruction.
• Lesson-Level Assessments offer quick checks to inform instruction and
provide multiple opportunities for students to demonstrate success.
All digital assessments offer students practice on traditional and technology-
enhanced item types. These assessments are auto-scored and allow immediate
access to data, reports, and standards correlations. Print versions of the
digital assessments are available in this Assessment Guide. Some technology-
enhanced items were modified or replaced with items suitable for paper-and-
pencil testing.
The Go Math system measures student progress over time and collects
data from core assignments to make timely and effective instructional
recommendations.
Grade 6 • Overview of Go Math Assessment v

Course-Level Assessment
Students in Go Math take the Student Growth Measure up to three times
per year. The Student Growth Measure is an adaptive digital assessment that
tracks student growth over time. Data reports are provided to help guide
instructional decisions to improve student performance and to identify
students in need of additional support or enrichment.
Print Options for Course-Level Assessments:

Prerequisite Skills Inventory in this Assessment Guide should be given at the
beginning of the school year or when a new student arrives. This short-answer
test assesses core precursor skills that are most associated with on-grade
success. Test results provide information about the review or intervention
that students may need in order to be successful in learning the mathematics
related to the standards for this grade level.
Beginning-of-Year Test in this Assessment Guide covers the previous

year’s standards and contains items that are representative of ones found
on the Student Growth Measure. This test should be given early in the
year to determine which concepts and skills students need to practice
before receiving instruction in on-grade content. This test will facilitate
customization of instructional content to optimize the time spent teaching
specific objectives.
Middle-of-Year Test in this Assessment Guide covers the standards taught in

approximately the first half of the year within Go Math. It features item types
that students can expect to see on the Student Growth Measure.
End-of-Year Test in this Assessment Guide covers the current grade’s full year
of standards taught within Go Math. It features item types that students can
expect to see on the Student Growth Measure.
viii
Chapter-Level Assessment
Beginning- and end-of-chapter assessments support the teacher in effectively
differentiating instruction by dynamically grouping students and flagging
potential knowledge gaps and identifying areas of strength.
All chapter-level assessments are available both digitally and in print. Online
assessments offer auto-scoring, immediate access to reporting and standards
correlations, and practice for students with technology-enhanced item types.
Show What You Know diagnostic assessments are available digitally and
in the Student Edition for each chapter. These assessments appraise prior
knowledge from previous grades as well as content taught earlier in the
grade. The assessment should be scheduled at the beginning of each chapter
to determine if students have mastered the prerequisite skills for the chapter.
Intervention and individualized instructional recommendations are provided.
Chapter Review formative assessment is available both digitally and in the
Student Edition. The Chapter Review indicates whether additional instruction
or practice is necessary for students to master the concepts and skills taught in
the chapter. These tests include items presented in a variety of formats found
on high stakes assessments.
Chapter Test summative assessment is available both digitally and in this
Assessment Guide. The Chapter Test evaluates students’ mastery of
conceptsand skills taught in the chapter. These tests also assess the mastery
of the standards taught in the chapter. Item types on these tests mirror
those that students will find on high stakes assessments.
Grade 6 • Chapter-Level Assessment vii

Lesson-Level Assessment
Go Math offers multiple options for lesson-level formative assessment.
Teachers can assign and auto-score digital lesson-level assessments, or use the
print versions of these assessments found in the Student Edition. The digital
versions of these assessments offer students hints and corrective feedback.
• Quick Check formative assessment is available digitally and in the
Student Edition. Available in every lesson, Quick Check is designed
to monitor students’ understanding of the skills and concepts being
presented.
• On Your Own formative assessment is available digitally and in the
Student Edition for every lesson. On Your Own helps students achieve
fluency, speed, and confidence with grade-level skills and concepts.
• Practice and Homework provides formative assessments that are
available digitally and in the Student Edition. These assessments allow
students to practice the concepts and skills that they have learned in the
lesson.
viii
Data-Driven Decision Making
Go Math incorporates quick and accurate data-driven decision making, which
allows more time to tailor instruction to individual student needs.
Intervention and Review Resources

For skills that students have not yet mastered, the Reteach in the
Differentiated Instruction guide and Tier 1 and Tier 2 RtI Activities online
provide additional instruction and practice on concepts and skills within the
chapter.
Using Individual Record Forms

This Assessment Guide includes Individual Record Forms (IRF) for all tests. On
these forms, each test item is correlated to the benchmarks being assessed.
There are intervention resources correlated to each item as well. These forms
can be used to:
• Follow progress throughout the year.
• Identify strengths, weaknesses, and provide follow-up instruction.
• Make assignments based on the intervention options provided.
Grade 6 • Data-Driven Decision Making ix

Performance Assessment
Performance Assessment, together with other types of assessment, can supply
missing information not provided by other testing formats. Performance
Assessments, in particular, help reveal the thinking strategies students use to
work through a problem. Performance Assessments with multiple tasks are
provided in this Assessment Guide.
Each of these assessments has several tasks that target specific math concepts,
skills, and strategies. These tasks can help assess students’ ability to use what
they have learned to solve everyday problems. Each assessment focuses on a
theme. Teachers can plan for students to complete one task at a time or use
an extended amount of time to complete the entire assessment.
Teacher support pages introduce each Performance Assessment. A task-
specific rubric helps teachers evaluate students’ work. Examples to illustrate
actual students’ work are also provided to aid in scoring.
Administer Performance Tasks at key points throughout the school year:
Activity Topics Covered Administer After Teaching

Task 1 Whole Numbers and Decimals Chapter 1
Task 2 Fractions Chapter 2
Task 3 Rational Numbers Chapter 3
Task 4 Ratios and Rates Chapter 4
Task 5 Percents Chapter 5
Task 6 Units of Measure Chapter 6
Task 7 Algebra: Expressions Chapter 7
Task 8 Algebra: Equations and Chapter 8
Inequalities
Task 9 Algebra: Relationships Chapter 9
Between Variables

Task 10 Area Chapter 10
Task 11 Surface Area and Volume Chapter 11
Task 12 Data Displays and Measures Chapter 12
of Center
Task 13 Variability and Data Distributions Chapter 13
x
Portfolio Assessment
A portfolio is a collection of each student’s work gathered over an extended
period of time. A portfolio illustrates the growth, talents, achievements, and
reflections of the learner and provides a means for teachers and students to
assess performance and progress. Portfolios encourage students to collect
work samples throughout the chapter as a reinforcement of their progress
and achievements.
Building a Portfolio
There are many opportunities to collect student work throughout the year
within Go Math. Give students the opportunity to select some work samples
to be included in their portfolios.
• Provide a folder for each student with the student’s name clearly
marked.
• Explain to students that throughout the year they will save some of
their work in the folder. Sometimes it will be their individual work;
sometimes it will be group reports and projects or completed checklists.
Evaluating a Portfolio
The following points made with regular portfolio evaluation will encourage
growth in self-evaluation:
• Discuss and examine the contents of the portfolio with each student.
• Encourage and recognize each student by emphasizing growth, original
thinking, and perseverance through the task.
• Reinforce and adjust instruction of the broad goals to be accomplished
as the portfolio is evaluated.
• Examine each portfolio on the basis of individual growth rather than in
comparison with other portfolios.

• Share the portfolio with family during conferences or send the portfolio
home with the student.
Grade 6 • Portfolio Assessment xi

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left blank.
Name Prerequisite Skills
Inventory
Write the correct answer.
1 Rodrigo placed 3 large stickers on 4 There are 384 students signed up

each of 5 pages in his sticker book. for summer camp. The students will
Then, he placed 6 small stickers on be divided into 24 equal groups.
each of the 5 pages. The expression How many students will be in
5 × 3 + 5 × 6 shows the total each group?
number of stickers he used. Use the
Distributive Property to write this 16 students
expression another way.
5 ∙ (3 ∙ 6)
2 Abigail poured 8 × 102 milliliters of 5 Jason’s school has a goal to raise $35
water into a beaker to use for an each week through fundraising to
experiment. How is 8 × 102 written purchase new playground equipment
as a whole number? that costs $945. If the school raises
$35 each week, how many weeks
800 will it take to raise enough money
to purchase the equipment?
27 weeks
3 Greg has 2 baseball cards. He then 6 A blue ribbon is 38.4 centimeters long.
buys 3 packs of baseball cards. Each A green ribbon is 38.19 centimeters
pack has 5 cards. Write a numerical long. Which ribbon is shorter?
expression to represent how many
baseball cards Greg has in all. green ribbon
Possible answer: 2 ∙ 3 ∙ 5
Grade 6 • Prerequisite Skills Inventory 1

Prerequisite Skills Name
Inventory
7 Greg’s driveway is 10.35 meters long. 10 Ginny had $42.89. She spent $27 on
Palo’s driveway is 10.75 meters long. dinner. How much money did she
Whose driveway is longer? have left?
Palo’s driveway $15.89
8 Ben wrote this expression. 11 A class of 18 students is making

spirit flags. Each student needs
123.4 + 520.06
3.25 feet of rope. How much rope
Find the value of the expression. is needed in all?
643.46 58.5 feet
9 Victor has a block of wood 12 Beth bought an 8.5-pound bag

14.85 feet long. He cuts a piece of cat food. She also bought a bag
off the block that is 8.5 feet long. of dog food that weighs 3.5 times
How long is the block of wood as much as the bag of cat food.
that is left over? How much does the bag of dog
food weigh?
6.35 feet
29.75 pounds
2
Inventory
13 If gasoline costs $3.96 per gallon, 17 There are 69 kilograms of green

how much does 0.5 gallon of grapes. If the grapes are separated
gas cost? into 25 groups that each have the
same mass, how many kilograms
$1.98 of grapes will be in each group?
2.76 kilograms
14 Sumaya is multiplying 0.7 by 0.003.

How many zeros will be to the right
of the decimal point in the product? 18 Denise has 219 inches of jewelry
wire that she cuts into 15 equal
2 pieces to make necklaces. How long
is the piece of wire she will use for
each necklace?
15 Neil used mental math to find 14.6 inches

the quotient 1.89 ÷ 100. What
is the quotient?
0.0189
19 A recipe calls for 1 cup chopped
2
nuts. Write an equivalent fraction
for 1.
2
16 Alicia wrote this expression. Possible answer: 2
4
28 ÷ 1,000
Find the value of the expression.
0.028

Inventory
24 Trent has 5 oranges. He divides each
20 Kyle painted 2 of the door red
5 orange into sixths. How many pieces
and 1 of the door blue. How much does he have?
2
of the door did Kyle paint?
9
30 pieces
10
21 How much greater is 6 than 3? 25 There is only 3 cup of ice cream

7 4
4
3 left. If 3 friends share the ice
28 cream equally, how much will
each friend get?
3
cup or 1 cup
12 4
22 Write the multiplication expression
shown by the figure. Then find
the product.
26 Martin has 5 inches of yarn to use

in a craft project. How many 1-inch
4
pieces can he make from the yarn?
Write an equation for this situation.
2 6 20 pieces; 5 ∙ 1 ∙ 20
3 ∙ 3 ∙ 3 or 2 4
23 A driveway is1 52 kilometer long.

Omar walks
of the driveway.
3
How far does Omar walk?
2 kilometer
15
4
Inventory
30 How many feet are there in
Use the coordinate plane for 27–29.
60 inches?
y 5 feet
7
6
5 Bakery
4 31 Tory has a scarf that is 72 inches
3 Park Store long. How long is the scarf in yards?
2
Mu seum
1 x
0 1 2 3 4 5 6 7 2 yards
27 What ordered pair describes the

location of the park?
32 Darryl has 18 cups of fruit punch.
(1, 2) How many pints of fruit punch does
Darryl have?
9 pints
28 What ordered pair describes the
location of the store?
(4, 3) 33 Tamara bought one quart of juice.

She drank one pint of the juice.
How many cups of juice are left?
2 cups
29 Mr. Waters walks from the bakery to
the museum. How far does he walk?
4 units

Inventory
34 Hannah’s baby sister weighed exactly 38 What is the volume of a cube with
8 pounds when she was born. She a side length of 9 inches?
has gained 7 ounces since then. How
many ounces does she weigh now? 729 cubic inches
135 ounces
39 Ben is using a box to pack old

clothes. The base of the box is
35 Main Street is 4,300 meters long. 1 foot by 1 foot, and the height
What is the length of Main Street is 2 feet. What is the volume of
in kilometers? the box?
4.3 kilometers 2 cubic feet
36 Andrew has 6.5 kilograms of 40 The area of the base of a

potatoes. How many grams of rectangular prism is 16 square
potatoes does he have? inches. What is the volume if the
height of the prism is 5 inches?
6,500 grams
80 cubic inches
37 Maria built this figure.
2 cm
3 cm
4 cm
Multiply to find the volume

of Maria’s figure.
24 cubic centimeters
6
Name Beginning-of-Year Test
Choose the correct answer.
1 The prices for 6 different T-shirts are 4 Sophie buys a pair of jeans for $45.
$23, $68, $30, $25, $23, and $29. The sales tax is 7.5%. Which shows
What is the outlier in the data set? 7.5% written as a decimal?
$23 0.075
$33 0.75
$45 7.5
$68 75.0
2 It takes Kasey 12 hours to bike the 5 A skateboard park is in the shape of

3
Woodlawn Trail. It takes her 35 hours a trapezoid. The area is 550 square
6 meters. The bases are 15 meters and
to bike the Hammerside Trail. How
35 meters. What is the height?
many times as long does it take
Kasey to bike the Hammerside Trail A 11 meters
than the Woodlawn Trail? B 20 meters
C 22 meters
21
6
D 50 meters
23
10
21
3
51
2
3 A square pyramid has a base with a

side length of 4 feet and lateral
faces with heights of 3 feet. What is

the lateral area of the pyramid?
6 square feet
12 square feet
24 square feet
40 square feet
Grade 6 • Beginning-of-Year Test 7

Beginning-of-Year Test Name
6 Cameron swam 32 miles last month. 8 The concession stand at a

He swam 4 more miles than Ian. The football stadium ordered a total of
equation m + 4 = 32 can be used 2,360 straws. There were 4 bags
to find the number of miles m that of straws ordered with the same
Ian swam last month. Which is the number of straws in each bag. How
solution of the equation? many straws are in each bag?
m = 8 472
m = 28 590
m = 30 600
m = 36 9,440
7 A school ordered 0.5 ton of lumber for 9 Lila earns $15.50 each hour she
a new nature path. What is the babysits. She babysat for 5.5 hours
weight of the lumber in pounds? over the weekend. How much
did Lila make babysitting over
10,000 pounds the weekend?
B 5,000 pounds
$21.00
C 2,000 pounds
$82.50
D 1,000 pounds
$85.25
$852.50
10 Max has 6 playlists on his computer.

There are 13, 7, 16, 15, 8, and
13 songs in the playlists. If he
rearranges the songs so that each
playlist has the same number of
songs, how many songs will be in
each playlist?
9
12
13
15
8
11 There are 58 photos in an album. 13 On a coordinate map of the school

Jennie adds some more photos to cultural festival, the information
the album. Which equation models booth is located at (4, 5). The ticket
how many photos are in the album booth is located 4 units north of the
a after Jennie puts p more photos in information booth. What ordered
the album? pair represents the location of the
ticket booth?
a = 58 − p
p = 58 × a (0, 5)
a = 58 + p (8, 5)
p = 58 ÷ a (4, 9)
(4, 1)
12 A taco costs $2.00, rice and beans 14 The minimum height to ride a roller
cost $1.75, and drinks cost $2.25. coaster is 48 inches. Which inequality
There is also a delivery fee of represents the possible heights h
$2.50. The expression 2n + 1.75n + a rider must be to go on the
2.25n + 2.50 gives the total cost, in roller coaster?
dollars, for buying a taco, rice and
beans, and a drink for n people. h < 48 inches
Which is another way to write h > 48 inches
this expression?
h ≤ 48 inches
8.50n h ≥ 48 inches
6n + 2.50
6n3 + 2.50 15 Destiny poured 24 ounces of juice
n + 8.50 into 41-ounce servings. She has
2
121 ounces of juice left over. How
many 41-ounce servings did

2
Destiny pour?
108
12
6
5

16 Lizzy bought 5 yards of fabric to 19 The linear equation y = 4x represents

make pillows. What is the length of the cost y in dollars of x pounds of
the fabric in inches? egg salad. Which ordered pair lies
on the graph of the equation?
15 inches
60 inches (2, 8)
150 inches (8, 4)
180 inches (4, 4)

(4, 12)
17 Desmond sold a total of 8 pound 20 Toby left out one prime factor when
10
of blueberries and raspberries at the he wrote the prime factorization
farmer’s market. The weight of the for 176.
blueberries is 3 of the total weight 2×2× 2×2× ■

4
of the fruit. What is the weight of What is the missing prime factor?
the blueberries?
7
1 pound 11
20
1 pound 16
4
1 pound 22
2
3 pound
5
18 A gallon of milk costs $3. Cole

graphs the relationship that gives
the cost y in dollars of buying
x gallons of milk. Which ordered

pair is a point on the graph of
the relationship?
(3, 1)
(3, 5)
(2, 3)
(2, 6)
10
21 There are 8 knives and 12 forks in a 24 Four identical laptops weigh

package of plastic utensils. Which 24 pounds. How much do 3 of the
laptops weigh?
ratio is equivalent to 8 ?
12
2 72 pounds
6 18 pounds
16
36 8 pounds
2
3 6 pounds
12
8
22 Ms. Jenkins bought a new rug for 25 A florist brought flowers to a

her classroom. The rectangular rug is reception. She put 23 flowers onto
14 feet long and 22 feet wide. What each of 8 tables. How many flowers
is the area of Ms. Jenkins’ new rug? did the florist place on the tables?
36 square feet 64
72 square feet 48
308 square feet 40
380 square feet 16
23 Alex’s grandma made him a

rectangular quilt that has an area of
36 square feet. If the length of the
quilt is 3 yards, what is the width of
the quilt in feet?
A 12 feet
B 9 feet
C 4 feet
D 3 feet

26 Jorge uses 1.5 liters of water to 29 The inequality p < 358 represents
make limeade. How many milliliters the possible number of passengers p
of water does he use to make on an airplane. Which is a solution
limeade? of the inequality?
0.15 milliliter A p = 268

15.0 milliliters B p = 358
150 milliliters C p = 360
1,500 milliliters D p = 457
27 Hayden researched different prices 30 The low temperature last month

of video games at four stores. was −11°F. What is the absolute
value of −11?
Gamer Discount: 3 games for $75.99
Star Gamers: 5 games for $165.80 −11
Video Superstore: 2 games for $52.00
0
Video Warehouse: 4 games for
$109.20 11
Which store charges the least 22
amount per game?
Gamer Discount
Star Gamers
Video Superstore
Video Warehouse
28 There are 82 chairs in the lunchroom.

How many chairs are in the © Houghton Mifflin Harcourt Publishing Company
lunchroom?
16
64
88
800
12
31 Rosie spent $25 on a new DVD. 34 Which equation represents the

What integer represents relationship shown in the table?
Rosie’s situation?
−50
x 8 9 10 11
−25 y 6 7 8 9
0
y= x− 2
25
y= x+ 2
y = 2x
32 Ryan records the number of blue
jays he sees each month for a year. y = x ÷ 2
Blue Jays Each Month 35 The tops of the tables in the media
center are shaped like parallelograms.
3 5 1 3 4 2
Each has a base of 24 inches and a
4 4 2 8 7 9 height of 14 inches. What is the
area of a table top?
What percent of the months does he
336 square inches
see more than 5 blue jays?
168 square inches
40%
76 square inches
33%
38 square inches
25%
4%
33 Mr. Looper cut a triangle with a

height of 2 inches and a base of
4 inches out of a square piece of

fabric measuring 12 inches by
12 inches. He keeps the leftover
fabric for other projects. What is
the area of the fabric he will
have leftover?
4 square inches
8 square inches
140 square inches
144 square inches

36 Tommy counts the number of citrus 39 A storage container is in the shape

fruits he collects from each of the of a rectangular prism with a width
trees in his yard. The number of of 16 inches and a height of
fruits he collects are 25, 33, 17, 45, 16 inches. The volume of the
29, 36, 25, 35, 44, and 27. What is container is 4,096 cubic inches. What
the median of the data? is the length of the container?
25 8 inches
28 16 inches
31 32 inches
31.6 256 inches
37 Sydney bought 5 silver balloons, 40 Eduardo has saved 76% of the

6 red balloons, 4 black balloons, and money he needs to buy a new game
7 white balloons for the school system that costs $189.00. How much
carnival. What is the ratio of silver more money does he need to buy
balloons to white balloons? the new game system?
5:7 $45.36
5:4 $47.25
6:5 $113.00
7:5 $143.64
38 Jessica bought 5.35 pounds of

onions. What is this amount written
as a mixed number?
5 35
10
5 7
100
57
20
53
5
14
41 The temperature in Denver, Colorado 44 A rectangular prism measures

was −8.5°F one day last winter. 8 inches by 8 inches by 12 inches.
Between which two integers does What is its surface area?
the temperature lie?
160 square inches
8 and 9
256 square inches
1 and 8
512 square inches
−9 and −8
768 square inches
−8 and −5
42 The graph shows the possible 45 Jaxon has a triangular pennant in

amounts of money m that Seth has his room with his favorite team
after buying school supplies and on it. The area of the pennant is
borrowing money from a friend. 42 square inches, and the height is
14 inches. How long is the base of
0 1 2 3 4 5 6 7 the pennant?
Which inequality represents 294 inches
this graph?
28 inches
A m > 5
6 inches
B m < 5
3 inches
C m ≤ 5
D m ≥ 5
43 The chart shows the number of

prizes at nine different booths at
the School Fall Festival.
Number of Prizes
5 16 25 20 3 5 12 3 24
What is the lower quartile of

the data?
4
5
10
18

46 A building inspector claimed that 48 The expression 3t gives the number

0.125 of the electrical plugs in a of tickets a player wins if he shoots
building were not working. What the ball in the hoop t times. How
percent of the electrical plugs were many tickets would a player win if
not working? he shoots the ball in the hoop
16 times?
0.125%
6
1.25%
21
12.5%
48
125%
96
47 The box plot displays data for the 49 Van sold his old skateboard for $54.
number of brands of jeans sold by He saves 15% of the money to
several department stores. purchase a new skateboard. How
much does Van save for the
new skateboard?
4 6 8 10 12 14 16 18 20 $0.81
Number of Brands of Jeans Sold $8.10
What is the interquartile range of $81.00
the data?
$810.00
8
9 50 The number of books Kelli read each
12 month for 6 months is 3, 4, 5, 5, 6,
and 7. The mean number of books
16
she read is 5. What is the mean
absolute deviation of the data?
1
4
5
30
16
Name Middle-of-Year Test
1 The prices for 7 different totes are 3 A square pyramid has a base with a
$52, $22, $50, $44, $60, $48, and $52. side length of 3 feet and lateral
What is the outlier in the data set? faces with heights of 6 feet. What is
the lateral area of the pyramid?
$22
9 square feet
$44
27 square feet
$52
36 square feet
$60
45 square feet
2 It takes Harrison 1 1 hours to finish 4 Grant buys a pair of shoes for $68.
2 He has a coupon for 15% off. Which
his history project. It takes Miles
shows 15% written as a decimal?
3 2 hours to finish his science project.
3
How many times as long does it 0.015
take Miles to finish his science 0.15
project than it takes Harrison to 1.5
finish his history project?
15.0
21
6
24
9
5 A tabletop is in the shape of a
23
6 trapezoid. The area is 420 square
inches. The bases are 22 inches and
51
6 38 inches. What is the height?
7 inches
14 inches
30 inches
60 inches
Grade 6 • Middle-of-Year Test 17

Middle-of-Year Test Name
6 Robin read 63 books last year. She 9 Dexter earns $12.50 each hour he
read 9 more books than Trisha. The helps his dad with landscaping. He
equation b + 9 = 63 gives the helped his dad for 4.5 hours last
number of books b that Trisha read weekend. How much did Dexter
last year. Which is the solution of make helping his dad last weekend?
the equation?
$13.00
b = 7 $56.25
b = 54 $62.50
b = 70 $562.50
b = 72
7 A hardware store received 2.5 tons 10 Summer has 5 albums of photos.

of lumber. What is the weight of the There are 23, 16, 18, 21, and
lumber in pounds? 32 photos in each album. If she
rearranges the photos so each album
50,000 pounds has the same number of photos,
25,000 pounds how many photos will be in
each album?
5,000 pounds
2,500 pounds 5
12
16
8 Mr. Gaines ordered 1,320 pencils for 22
the beginning of the school year. He
is going to divide the pencils into
5 equal groups to give to each
grade level. How many pencils will
each grade level receive?
264
330
440
6,600
18
11 There are 26 songs in a playlist. 13 On a coordinate map of an

Jackson adds some more songs to amusement park, the roller coaster
the playlist. Which equation models is located at (−5, 6). The Ferris
how many songs a are in the playlist wheel is located 3 units south of
after Jackson adds s more songs to the roller coaster. What ordered
the playlist? pair represents the location of the
Ferris wheel?
a = 26 − s
(−2, 6)
s = 26 × a
a = 26 + s (−5, 3)
s = 26 ÷ a (−5, 9)
(−8, 6)
12 A bowl of soup costs $3.00, half 14 The maximum height to play in the
of a sandwich costs $2.75, and bounce house is 52 inches. Which
drinks cost $1.50. There is also a inequality represents the possible
delivery fee of $5. The expression heights h a person must be to play
3n + 2.75n + 1.50n + 5 gives the in the bounce house?
total cost, in dollars, for buying a
bowl of soup, half of a sandwich, h < 52 inches
and a drink for each of n people. h > 52 inches
Which is another way to write
h ≤ 52 inches
this expression?
h ≥ 52 inches
12.25n
7.25n + 5
7.25n3 + 5 15 Chrissy poured 35 ounces of milk into
n + 12.25 4 1-ounce servings. She has 3 1 ounces

2 2
of milk left over. How many 4 1-ounce
2
servings did Chrissy pour?
132
11
8
7

16 Tom has 4 yards of lumber. What is 18 Movie tickets cost $8 each. Camille
the length of the lumber in inches? graphs the relationship that gives
the cost y in dollars of buying x
12 inches movie tickets. Which ordered pair
48 inches is a point on the graph of
the relationship?
144 inches
180 inches (2, 10)
(2, 16)
(8, 1)
(8, 8)
17 Katherine bought a total of 19 The linear equation y = 6x

14 pound of blue beads and silver represents the cost y in dollars of
16 x pounds of chicken wings. Which
beads at the store. The weight of
ordered pair lies on the graph of
the blue beads is 6 of the total the equation?
8
weight. What is the weight of the

(3, 18) (6, 6)
blue beads?
(6, 3) (2, 24)
7 pound
32
1 pound
2
20 Ella left out one prime factor when
21 pound
32 she wrote the prime factorization
for 160.
12 pound
16
2×2×2×2×2× ■
What is the unknown prime factor?

3
5
8
16
20
21 There are 3 red pens and 12 black 23 Candace has a rectangular tablecloth
pens in a package. Which ratio is that has an area of 22.5 square feet.
If the length of the tablecloth is
equivalent to 3 ?
12 1.5 yards, what is the width of the
12 tablecloth in feet?
3
15 21 feet
48
15 feet
1
4 5 feet
6 4 feet
36
22 Lindsey made a quilt for her 24 Eight identical chairs weigh

daughter. The rectangular quilt is 56 pounds. How much do 5 of
36 inches long and 25 inches wide. the chairs weigh?
What is the area of the quilt?
A 40 pounds
61 square inches B 35 pounds
122 square inches C 11 pounds
875 square inches D 7 pounds
900 square inches
25 A chef uses roasted peppers for his

salsa. He uses 33 peppers in each of
5 batches of salsa. How many
peppers did the chef use in all
5 batches?
135
45
32
27

26 Marco uses 3.5 liters of broth to 28 There are 72 rows of seats in the
make a large batch of soup. How auditorium. How many rows of seats
many milliliters of broth does he use are in the auditorium?
to make soup?
14
0.35 milliliter 49
35.0 milliliters
77
350 milliliters 700
3,500 milliliters
27 Marci researches different prices of 29 The inequality c < 412 represents

T-shirts at four stores. the occupancy limit of customers c in
a restaurant. Which is a solution of
Clothes Mania: 3 T-shirts for $47.64
the inequality?
The Right Outfit: 5 T-shirts for
$62.50 Sassy Closet: 2 T-shirts for c = 511 c = 419

$48.00 T-shirt World: 4 T-shirts
c = 499 c = 357
for $109.20
Which store charges the least
amount per T-shirt?
Clothes Mania 30 The low temperature last week

was −3°F. What is the absolute
The Right Outfit value of −3?
Sassy Closet −3
T-shirt World
0
3
22
31 Stan withdrew $44 from his bank 33 Steve cut a triangle with a height of
account. What integer represents the 3 inches and a base of 6 inches out
change in Stan’s account? of a square piece of paper measuring
−56
10 inches by 10 inches. He keeps the
leftover paper for other projects.
−44 What is the area of the paper he
will have left over?
0
44 9 square inches
11 square inches
91 square inches
100 square inches
32 Carli records the number of articles 34 Which equation represents the

she writes each month for a year. relationship shown in the table?
Articles Each Month x 2 4 6 8
5 5 3 6 2 5 y 3 5 7 9
5 4 4 7 9 2
y= x − 1
What percent of the months does y= x+ 1
she write more than 3 articles? y = x
90% y = x ÷ 1
75%
20%
35 The mats on the floor in the gym
3% are shaped like parallelograms. Each

has a base of 22 inches and a height
of 18 inches. What is the area of
each mat?
396 square inches

198 square inches
80 square inches
40 square inches

36 Tasha records the number of beads 38 John bought 7.5 liters of peanut oil.
she uses for each necklace she What is this amount written as a
makes. The number of beads she mixed number?
uses are 35, 44, 15, 65, 28, 31, 15,
24, 19, and 24. What is the median 7 5
100
of the data?
71
5
15
71
24 2
26 75
7
65
37 Lilly plants 2 red rose bushes, 8 pink 39 A cedar chest is in the shape of a
rose bushes, and 6 yellow rose rectangular prism with a width of
bushes. What is the ratio of yellow 24 inches and a height of 18 inches.
rose bushes to pink rose bushes? The volume of the chest is
5,184 cubic inches. What is the
2:8 length of the chest?
8:6
6 inches
8:2
12 inches
6:8
42 inches
216 inches

40 Bailey has saved 54% of the money
he needs to buy a new skateboard
that costs $172.00. How much
more money does he need to buy
the skateboard?
$79.12
$82.00
$92.88
$118.00
24
41 The temperature in Seattle, 43 The chart shows the number of

Washington, was −11.5°F one day meals purchased for lunch at nine
last winter. Between which two different restaurants.
integers does the temperature lie?
Number of Meals
11 and 12
6, 18, 25, 4, 10, 8, 6, 14, 15
1 and 5
−12 −11 What is the lower quartile of
and
the data?
−11 and −5
6 11
10 18
42 The graph shows the possible 44 A rectangular prism measures

temperature t in degrees Celsius on 6 inches by 6 inches by 10 inches.
a certain day last winter. What is its surface area?
120 square inches

3 4 5 6 7 8 9 10 216 square inches
312 square inches
Which inequality represents
this graph? 360 square inches
t > 8
t < 8
t ≤ 8 45 Autumn cut out a triangular piece
of fabric to sew onto her comforter.
t ≥ 8 The area of the triangle is 48 square
inches, and the height is 12 inches.

How long is the base of
the triangle?
576 inches
60 inches
8 inches
4 inches

46 Mrs. Jackson instructed that 0.01 of 48 The expression 6c represents the

a report should be memorized. number of tokens given to each
What percent of the report should guest who brings in c coupons. How
be memorized? many tokens would be given to a
guest who brings 16 coupons?
0.10%
6
1.0%
22
10%
90
100%
96
47 The box plot displays data for the 49 Joey sold his old surfboard for $85.
number of flavors of ice cream sold He saves 25% of the money to
by several grocery stores. purchase a new surfboard. How
much does Joey save for the
new surfboard?
$2.15
4 6 8 10 12 14 16 18 20 22
Number of Ice Cream Flavors Sold $21.25
$25.00
What is the interquartile range of $212.50
the data?
7
8 50 The number of articles Ginger wrote
15 for each of 5 months is 3, 2, 8, 3,
and 4. The mean number of articles
16 she wrote is 4. What is the mean
absolute deviation of the data?
1.6
5
6.5
20
26
Name End-of-Year Test
1 The prices for 6 different jerseys are 3 A square pyramid has a base with
$98, $85, $34, $79, $85, and $92. a side length of 8 feet and lateral
What is the outlier in the data set? faces with heights of 6 feet. What
is the lateral area of the pyramid?
$34
24 square feet
$64
48 square feet
$78
96 square feet
$85
160 square feet
2 It takes Dwight 1 1 hours to run 4 Matt buys a sandwich and drink for
3 $16. He leaves a 19% tip. Which
the Sunshine Trail. It takes Mike
shows 19% written as a decimal?
3 1 hours to walk the same trail.
5
How many times as long does it 0.019
take Mike to walk the trail as 0.19
it takes Dwight to run the trail?
1.9
21 19.0
6
11
5
22
5 5 The top of an end table is in the
4 8 shape of a trapezoid. The area is
15
152 square inches. The bases are
11 inches and 27 inches. What is

the height?
8 inches
16 inches
19 inches
38 inches
Grade 6 • End-of-Year Test 27

End-of-Year Test Name
6 Patrick biked 27 miles last week. 8 A coach ordered 1,565 flying discs
He biked 9 miles more than Sean. for field day. The order is shipped in
The equation m + 9 = 27 gives the 5 boxes, with the same number of
number of miles m that Sean biked flying discs in each box. How many
last week. Which is the solution of flying discs are in each box?
the equation?
113
m = 3 313
m = 9 320
m = 18 7,825
m = 36
7 Gracie’s Electric Company owns 9 Tony earns $13.50 each hour he

a large pick-up truck that weighs helps his dad clean pools. He helped
2 tons. What is the weight of his dad clean pools for 4.5 hours
the truck in pounds? over the weekend. How much did
Tony make cleaning pools over
A 20,000 pounds the weekend?
B 4,000 pounds
$54.00
C 2,000 pounds
$60.75
D 1,000 pounds
$69.75
$607.50
10 Pia has 6 folders of documents on

her computer. There are 16, 5, 18, © Houghton Mifflin Harcourt Publishing Company
7, 4, and 16 documents in the
folders. If she rearranges the
documents so that each folder has
the same number of documents,
how many documents will be in
each folder?
6
11
12
16
28
11 There are 32 pairs of jeans on 14 The maximum height to play on

display. Spencer adds some more a playground is 54 inches. Which
jeans to the display. Which equation inequality represents the possible
models how many jeans are on the heights h a person must be to play
display a after Spencer puts j more on the playground?
jeans on the display?
h < 54 inches
a = 32 − j
h > 54 inches
j = 32 × a
h ≤ 54 inches
a = 32 + j
h ≥ 54 inches
j = 32 ÷ a
12 A sandwich costs $4.00, a salad costs 15 Jim poured 41 ounces of lemonade

$2.75, and drinks cost $1.25. There into 5 1-ounce servings. He has
is also a delivery fee of $3. The 2
1
2 2 ounces of lemonade left over.
expression 4n + 2.75n + 1.25n + 3
gives the total cost, in dollars, for How many 5 12-ounce servings did
buying a sandwich, a salad, and Jim pour?
a drink for each of n people.
228
Which is another way to write
this expression? 13
8
11n
7
8n + 3
8n3 + 3
n + 11
13 On a coordinate map of the

fairgrounds, the ticket booth is
located at (1, −2). The food court is
located 6 units south of the ticket
booth. What ordered pair represents
the location of the food court?
(7, –2)
(1, –8)
(–5, –2)

(1, 4)
30
16 Marcus bought 7 yards of plywood. 18 Protein bars cost $2.00 each. Maya
What is the length of the plywood graphs the relationship that gives
in inches? the cost y in dollars of buying
x protein bars. Which ordered pair
A 19 inches is a point on the graph of the
B 21 inches relationship?
C 84 inches (1, 2)
D 252 inches (1, 3)
(2, 1)
(2, 2)
17 Eric bought a total of 12 pound of 19 The linear equation y = 7x

16
represents the cost y in dollars
plywood nails and frame nails. The
of x pounds of steak. Which
weight of the frame nails is 3 of the
4 ordered pair lies on the graph
total weight. What is the weight of
of the equation?
the frame nails?
(2, 14)
3 pound
4 (7, 14)
1 pound
(7, 7)
2
9 pound (4, 14)

16
11 pound
12
20 Evan left out one prime factor when
he wrote the prime factorization
for 189. © Houghton Mifflin Harcourt Publishing Company
3× 3× 3× ■
What is the unknown prime factor?
7
9
27
30

21 There are 3 pink notepads and 24 Five identical hand weights weigh
15 yellow notepads in a box. 40 pounds. How much do 2 of the
hand weights weigh?
Which ratio is equivalent to 3 ?
15
1 20 pounds
3 16 pounds
15
3 8 pounds
18
35 4 pounds
1
5
22 Mr. Barnes painted a mural on the 25 Mrs. Hall puts 24 crayons onto each
office wall. The rectangular mural is of 6 tables. How many crayons did
36 inches long and 24 inches wide. Mrs. Hall place on the tables?
What is the area of the mural?
144
60 square inches 96
120 square inches 48
432 square inches 12
864 square inches
23 A rectangular picnic tablecloth has

an area of 48 square feet. If the
length of the tablecloth is 2 yards,
what is the width of the tablecloth
in feet?
A 24 feet
B 12 feet
C 8 feet
D 6 feet
32
26 Aiden uses 1.25 liters of water to 28 There are 62 classrooms at Falcon

make bubble solution. How many Elementary. How many classrooms
milliliters of water does he use to are at Falcon Elementary?
make the bubble solution?
12
0.125 milliliter 36
12.5 milliliters
66
125 milliliters 600
1,250 milliliters
27 Gwen researches the prices of DVDs 29 The inequality w < 532 represents
at four different stores. the weight limit w in tons on a
boat. Which is a solution of
Add Popcorn: 3 DVDs for $17.97
the inequality?
DVD Tonight: 5 DVDs for $49.95
Movie Night: 2 DVDs for $28.00 w = 499
Video Stars: 4 DVDs for $35.52
w = 532
Which store charges the least
w = 542
amount per DVD?
w = 602
Add Popcorn
DVD Tonight
Movie Night
30 The low temperature last month
Video Stars was −2°F. What is the absolute
value of −2?
−2 © Houghton Mifflin Harcourt Publishing Company
0
2
4

31 Cindi deposited $75 into her savings 34 Which equation represents the
account. What integer represents the relationship shown in the table?
change in Cindi’s account?
x 0 2 4 6
−150
−75 y 0 6 12 18
0 A y= x + 2
75 B y = x + 1
C y = 3x
D y = x÷ 3
32 Jim records the number of cars his
team sells each month for a year.
35 The rugs in an office are shaped like
Cars Sold Each Month
parallelograms. Each has a base of
4 6 8 6 7 3 18 inches and a height of 10 inches.
What is the area of each rug?
5 3 9 8 7 9
180 square inches
What percent of the months does
90 square inches
his team sell more than 6 cars?
56 square inches
6%
28 square inches
40%
50%
80%
33 Britton cut a triangle with a height

of 4 inches and a base of 6 inches

out of a square piece of wood
measuring 18 inches by 18 inches.
He keeps the leftover wood for
other projects. What is the area of
the wood he will have left over?
12 square inches
24 square inches
312 square inches
324 square inches
34
36 Hannah recorded the number of 39 A storage ottoman is in the shape of

cake orders she had over the past a rectangular prism with a width of
10 months. The numbers of cake 24 inches and a height of 18 inches.
orders are 14, 25, 18, 34, 27, 31, 27, The volume of the ottoman is
15, 22, and 27. What is the median 7,776 cubic inches. What is the
of the data? length of the ottoman?
20 A 9 inches
24 B 18 inches
26 C 84 inches
27 D 432 inches
37 David works at a toy store. He 40 Abby has saved 67% of the money
placed 7 stuffed penguins, 8 stuffed she needs to buy a new camera that
flamingoes, and 5 stuffed whales out costs $156.00. How much more
on the store display. What is the money does she need to buy the
ratio of stuffed flamingoes to new camera?
stuffed penguins?
$51.48
7:8
$89.00
8:7 $104.52
5:7 $155.33
8:5

38 A kitten weighs 4.6 pounds. What
is this amount written as a
mixed number?
4 10
6
4 6
100
43
5
4 60
30

41 The temperature in Portland, Maine, 43 The chart shows the number of

reached −3.5°F one day last winter. prizes at nine different booths
Between which two integers does at the School Fall Festival.
the temperature lie?
Number of Prizes
3 and 4
4, 5, 17, 8, 22, 13, 22, 7, 10
1 and 3
−4 and −3 What is the lower quartile of
−5 −3 the data?
and
6
10
42 The graph shows the possible
12
number of miles m that a school
bus travels each day. 22
6 7 8 9 10 11 12 13
44 A rectangular prism measures
Which inequality represents 4 inches by 4 inches by 10 inches.
this graph? What is its surface area?
m > 10
160 square inches
m < 10
192 square inches
m ≤ 10
224 square inches
m ≥ 10
240 square inches
45 Ali has a triangular sign in her room

with her name on it. The area of
the sign is 108 square inches, and

the height is 18 inches. How long
is the base of the sign?
A 216 inches
B 24 inches
C 12 inches
D 6 inches
36
46 Harrison Elementary School reported 49 Marilee sold her old bike for $72.
that 0.425 of the students walked to She saves 25% of the money to
school last week. What percent of purchase a new bike. How much
the students walked to school does Marilee save for the new bike?
last week?
$0.18
0.425% $1.80
4.25% $18.00
42.5% $180.00
425%
47 The box plot displays data for the 50 The number of times Kasey went
number of different flavored waters horseback riding during the past
sold by several grocery stores. 6 months is 3, 1, 5, 3, 4, and 2.
The mean number of times she
went horseback riding is 3. What
is the mean absolute deviation
4 6 8 10 12 14 16 18 20 of the data?
Number of Brands of Flavored Waters
1
What is the interquartile range of 3
the data?
4
7
18
10
14
19
48 The expression 5q gives the number

of points earned if q questions are
answered correctly. How many points
would a player earn if he answers
15 questions correctly?
3
10
75

250
38
Name Chapter 1
Chapter Test
1 Use the numbers to complete the factor tree. 24

You may use a number more than once.
Write the prime factorization of 24.
2 ∙ 2 ∙ 2 ∙ 3 ∙ 24
2 For numbers 2a–2d, choose Yes or No to indicate

whether the LCM of the two numbers is 10.
2a. 2, 6 ● Yes ● No
2b. 2, 5 ● Yes ● No
2c. 5, 10 ● Yes ● No
2d. 10, 12 ● Yes ● No
3 Which pair of numbers have 4 as their greatest

common factor?
Select all the correct answers.
2, 4
4, 8
8, 12
8, 16
12, 24
Grade 6 • Chapter 1 Test 37

Chapter 1
Name
Chapter Test
4 The prime factorization of each number is shown.

12 = 2 × 2 × 3
16 = 2 × 2 × 2 × 2
Part A
Using the prime factorization, complete the Venn diagram.
Prime factors of 12 Prime factors of 16
Common prime factors
Part B
Find the GCF of 12 and 16.
GCF = 4

whether each equation is correct.
5a. 300 ÷ 25 = 12 ● Yes ● No

5b. 333.3 ÷ 11 = 30.3 ● Yes ● No
5c. 1,440 ÷ 32 = 45 ● Yes ● No © Houghton Mifflin Harcourt Publishing Company
5d. 1,725 ÷ 5 = 344.5 ● Yes ● No
6 For numbers 6a–6d, select True or False for

each equation.
6a. 1.61 + 2.04 = 4.01 ● True ● False

6b. 2.8 + 3.15 = 5.95 ● True ● False
6c. 2.15 − 0.75 = 1.4 ● True ● False
6d. 23 − 1.2 = 11 ● True ● False
38
Chapter 1
Name
Chapter Test
7 Four friends went shopping for school supplies. The table

shows the number of supplies each friend bought and
the total cost.
Part A
Complete the table to show the average cost of the
school supplies each friend bought.
Number of
Average
Friend Supplies Total Cost
Cost
Purchased
Rosa 3 $29.67 $9.89
Ellis 4 $31.60 $7.90
Andie 4 $35.04 $8.76
Keondre 5 $43.85 $8.77
Part B
What is the average cost of all the supplies that the
four friends bought? Show your work.
$8.76; ($29.67 ∙ $31.60 ∙ $35.04 ∙ $43.85)
∙ (3 ∙ 4 ∙ 4 ∙ 5) ∙ 140.16 ∙ 16 ∙ 8.76
8 The table shows the earnings and the number of hours

worked for five employees. Complete the table by finding
the missing values.
Number
Total Money Earnings
Employee of Hours
Earned per Hour
Worked
1 $25.20 2.4 $10.50
2 $31.20 3.2 $9.75
3 $42.75 4.5 $9.50
4 $47.76 4.8 $9.95
5 $53.30 5.2 $10.25

Chapter 1
Name
Chapter Test
9 The distance around the lake is 0.75 mile. Imani ran 0.8
of the distance on Saturday. How far did she run? Show
your work.
0.6 mile; 0.75 ∙ 0.8 ∙ 0.6
10 A deer tick measures 29 centimeters in length in

a photograph. If the photo is an enlargement of the
actual size by a factor of 100, what is the actual length
of the deer tick? Show your work.
0.29 cm; 29 ∙ 100 ∙ 0.29
11 You can buy 7 pillows at Jensen’s for the same price that
you can buy 6 pillows at La Rosa’s. If one pillow costs
$21.21 at La Rosa’s, how much does one pillow cost at
Jensen’s? Use numbers and words to explain your answer.
$18.18; Possible explanation: To find the total cost of

6 pillows at La Rosa’s, multiply: $21.21 ∙ 6 ∙ $127.26.
To find the cost of 1 pillow at Jensen’s, divide:
$127.26 ∙ 7 ∙ $18.18.
40
Chapter 1
Name
Chapter Test
12 Mrs. Stefan purchases materials to make dog collars for

a pet show. There are 8 buckles in a pack and 12 straps
in a pack. Mrs. Stefan doesn’t want to have any supplies
left over. Connor made the statement shown.
If Mrs. Stefan doesn’t want any buckles or straps left

over, she needs to buy at least 94 of each.
Is Connor’s statement correct? Use numbers and words

to explain why or why not. If Connor’s statement is not
correct, what should he do to correct it?
Connor’s statement is not correct.

Possible explanation: Mrs. Stefan needs to find
the LCM of 8 and 12. One way to find the LCM
of two numbers is by listing the multiples of each
number and then identifying which is the least
common multiple:
Multiples of 8: 8, 16, 24, 32, 40, 48
Multiples of 12: 12, 24, 36, 48, 60
The LCM is 24, so Mrs. Stefan needs to
buy 24 (or a multiple of 24) of each.

Chapter 1
Name
Chapter Test
13 The Lowe family is going to a swim meet. They buy

2 cases of water for $6.98 each, 3 bags of ice for
$1.99 each, and a bag of oranges for $8.89. Before they
leave, they fill up the car with 10.2 gallons of gasoline
at a cost of $4.21 per gallon.
Part A
Complete the table by calculating the total cost for
each item.
Item Calculation Total Cost
Gasoline 10.2 × $4.21 $42.94
Water 2 × $6.98 $13.96
Ice 3 × $1.99 $5.97
Oranges 1 × $8.89 $8.89
Part B
What is the total cost for everything before tax?
Show your work.
$42.94 ∙ $13.96 ∙ $5.97 ∙ $8.89 ∙ $71.76
Part C

Mr. Lowe calculates the total cost for everything before
tax using this equation.
Total cost = 10.2 + 4.21 × 2 + 6.98 × 3 + 1.99 × 8.89
Do you agree with his equation? Use numbers and words

to explain why or why not. If the equation is not correct,
write a correct equation.
No; Possible explanation: He multiplied when he

should have added and added when he should
have multiplied. The equation should be total cost ∙
(10.2 ∙ $4.21) ∙ (2 ∙ $6.98) ∙ (3 ∙ $1.99) ∙ $8.89.
42
Name Chapter 2
Chapter Test
1 Write the values in order from least to greatest.
2 3
0.55 3
0.52
7
3 2
7 0.52 0.55 3
2 For numbers 2a–2d, compare. Choose <, >, or =.
2a. 0.25 1 2c. 1 15 1.5

4
2b. 5 0.812 2d. 5.8 54

6 5
3 The table lists the heights of 4 buildings.
Building Height (feet)

A 11.72
B 11 3
4
C 10 2
3
D 11 2
5
For numbers 3a–3d, select True or False for each statement.
3a. Building A and building D are the same height. ● True ● False
3b. Building D is taller than building C. ● True ● False
3c. Building C is the shortest. ● True ● False
3d. Building B is the tallest. ● True ● False

Chapter 2
Name
Chapter Test

whether the statement is correct.
0 0.1 0.3 0.5 0.7 0.9
4a. Point A represents 1. ● Yes ● No4b.

5
Point B represents 0.4. ● Yes ● No4c.
Point C represents 7 . ● Yes ● No4d.

10
Point D represents 9.5. ● Yes ● No
5 Which values are equivalent to one twentieth?

0.20
0.05
20
1
20
6 The table shows Daniel’s homework assignment. Daniel’s

teacher instructed the class to simplify each expression by
dividing the numerator and denominator by the GCF.
Complete the table by simplifying each expression and
then finding the product.
Simplified
Problem Expression Product
Expression
5× 3 1 ∙ 1 1
a
9 10 3 2 6
b 3×2 3 ∙ 2 6
5 7 5 7 35
c 5× 7 1 ∙ 1 1
7 10 1 2 2
d 4×1 1 ∙ 1 1
5 8 5 2 10
44
Chapter 2
Name
Chapter Test
7 Two-thirds of the fruit in the basket are apples. One-fourth

of the apples are green apples. What fraction of the fruit
in the basket are green apples? Show your work.
8 Three-fourths of the sixth grade students at Rin’s school

are twelve years old. One-half of the twelve year old
students walk to school. What fraction of the sixth-grade
students are twelve years old and walk to school? Use
numbers and words to explain your answer.
3
; Possible explanation: I multiplied the fractions
9 Draw a model to find the quotient.
2 ÷ 4 = 3
3 4
÷ 18 =
Sample model: Sample model:

1 1 1 1 1 1
1 1 8 8 8 8 8 8
3 3
1 1 1 1
6 6 6 6 0 1 2 3 1
4 4 4
How are your models alike? How are they different?
Possible explanation: Both models show equal parts,

but one model uses fraction strips and one uses a
number line. The fraction strip model shows how

much is in each group if 2 is shared equally among
3
4 groups. The number line model shows how many
groups of 1 are in 3.
10 Explain how to use a model to find the quotient.
11 ÷ 4 =
Possible explanation: Draw 1 rectangle and 1 rectangle.

Divide both equally among 4 groups. Each group will
have 1 rectangle and 1 rectangle, which is 5 rectangle.

Chapter 2
Name
Chapter Test
Divide. Show your work.
11 6 ÷ 1 = 24 12 3 1 ÷ 1 3 = 16
7 3
4 4
13 Dez has 3 quart of cranberry juice. If he divides the juice

4 1
into glasses that hold 8 quart, how many glasses can Dez
fill? Show your work.
14 Keyshia picks some grapefruit. She places all the

grapefruits that weigh exactly 1 pound into a bag. The
2
1
total weight of the bag is 6 2 pounds. How many
grapefruits are in the bag? Show your work and explain
why you chose the operation you did.
explanation: I chose division because I needed to

find the number of halves in 6 1. © Houghton Mifflin Harcourt Publishing Company
15 Lola has 23 yard of string. She wants to divide the string

1 1
into 6-yard pieces. How many 6-yard pieces of string can
Lola make? Explain your solution.
46
Chapter 2
Name
Chapter Test
4 pieces; Possible explanation: Divide to find how

Chapter 2
Name
Chapter Test
16 Complete the table by finding the products.

Then answer the questions in Part A and Part B.
Division Multiplication
1 ÷ 5 = 2 1 × 6 = 2
3 6 5 3 5 5
2 ÷ 3 = 14 2 × 7 = 14
5 7 15 5 3 15
3 ÷ 3 = 4 3 × 4 = 4
5 4 5 5 3 5
Part A
Explain how each pair of division and multiplication
equations are the same, and how they are different.
Possible explanation: The first fractions in each pair

of related equations are the same. In the multiplication
equations, the second fraction is the reciprocal of the
second fraction in the related division equations. The
quotient in each division equation is the same as
the product in the related multiplication equation.
Part B
Explain how to use the pattern in the table to
rewrite a division problem involving fractions as
a multiplication problem.
Possible explanation: You can rewrite a division

problem involving fractions by keeping the first
fraction the same, changing the operation to
multiplication, and using the reciprocal of the
second fraction.
48
Chapter 2
Name
Chapter Test
mile trail. She stopped
17 Michaela rode her bike on a 14 2
3
1
every 3 5 miles for a drink of water. Isaac and Jake
estimated how many times Michaela stopped.
Isaac’s Estimate Jake’s Estimate
Who made the better estimate? Use numbers and words

to explain your answer.
Possible answer: Isaac’s estimate is better. Both

Isaac and Jake used compatible numbers, but 15 is a
better estimate for 14 2 than 16. Also, 3 is a better
3
estimate for 3 1 than 4.
18 Mr. Lim is building a deck. He cuts a 9 3 foot piece of

4
wood into 3 pieces of the same length. How long is each

piece of wood? Show your work.
31
Chapter 2
Name
Chapter Test
4 feet
50
Name Chapter 3
Chapter Test

whether the situation can be represented by a
negative number.
1a. Green Valley is 215 feet below ● Yes ● No

sea level.
1b. The noon temperature was 5°F. ● Yes ● No1c.
Tía Alma wrote a check for $25. ● Yes ● No 1d.
Leroy received a gift card for $50. ● Yes ● No
2 Alex and friends completed a role-playing game.

Final Scores
Their final scores are shown in the table.
Player Score
Part A
−
Using the information in the table, order the Alex 4
scores from lowest to highest.
Boran −
1
∙ ∙2, ∙1,
4, 3
Cal 3
Part B −
Deon 2
Explain how to use a horizontal number line to
determine the order.
Possible explanation: I can graph the scores on a

horizontal number line, labeling the points A, B, C,
and D. Then, I can list the points in order as they
appear from left to right on the number line.

whether the number is between −1 and 1.
3a. −4 ● Yes ● No
5
3b. −0.9 ● Yes ● No
3c. 11 ● Yes ● No
4
3d. −1 1 ● Yes ● No
10

Chapter 2
Name
Chapter Test
3e. 0.65 ● Yes ● No
50
Chapter 3
Name
Chapter Test
−
4 Compare
−2 and 5. Use words and numbers to explain
3 9
your answer.
Possible xplanation: , and . is

than 5, so is than 5.
5 Rafael said |5| equals |−5|. Is Rafael correct? Use the

number line and words to support your answer.
- 5 -4 - 3 - 2 - 1 0 1 2 3 4 5
Yes, Rafael is correct. Possible explanation: Absolute

value is the distance of a number from 0. Both 5 and
∙
5 are 5 units from 0, so |5| ∙ |∙5|.

6 For numbers 6a–6d, select True or False for
each statement.
6a. The y-coordinate of any point ● True ● False

on the x-axis is 0.
6b. Point D(4, 2) is to the left of ● True ● False
the y-axis and above the x-axis.
6c. The coordinates of the origin ● True ● False
are (0, 0).

Chapter 3
Name
Chapter Test
6d. If both the x- and y-coordinates ● True ● False

are positive, the point is to the
right of the y-axis and above
the x-axis.
52
Chapter 3
Name
Chapter Test
7 Kalisa’s house is located at point (2, −5) on a coordinate

plane. The location of Terrell’s house is the reflection of
the location of Kalisa’s house across the x-axis. In what
quadrant is Terrell’s house?
Quadrant I
8 Points R(−4, 6) and S(−4, −8) are located on a coordinate

plane. Graph the pair of points. Then find the distance
between them. Use numbers and words to explain
your answer.
0 2 4 6 8
14 units; Possible explanation: I used absolute value

to find the vertical distance of each point from the
x-axis. Then, I found the sum of the distances. The
distance from R(∙4, 6) to (∙4, 0) is |6| ∙ 6 units. The

distance from S(∙4, ∙8) to (∙4, 0) is |∙8| ∙ 8 units;
6 ∙ 8 ∙ 14 units.

Chapter 3
Name
Chapter Test

whether the situation could be represented by the
integer −4.
9a. A football team loses ● Yes ● No

4 yards on a play.
9b. A student answers a ● Yes ● No
4-point question incorrectly.
9c. A temperature is 4°F ● Yes ● No
below zero.
9d. An elevation is 4 feet above ● Yes ● No
sea level.
10 Four friends played a new game, and Vance kept score.

Player Score
When the game was finished, Vance wrote the scores in
order from least to greatest. Is Vance correct? Use words Lou 25
and numbers to explain why or why not. If Vance is
incorrect, what is the correct order? Mary −20
Nina −30
−
30, −20, 15, 25
Otto 15
Vance is correct. Possible explanation: Plot the

scores on a horizontal number line, labeling the
scores L, M, N, O for the first letters of each player’s

name. The points from the left to right are N, M, O, L.
So the order from least to greatest is ∙30, ∙20, 15, 25.
52
Chapter 3
Name
Chapter Test
11 For numbers 11a –11d, select True or False for each

statement.
11a. 17 is between 1 and 2. ● True ● False

8
11b. −32 is between −2 and −3. ● True ● False

3
11c. −13 is between −1 and −2. ● True ● False

5
11d. 51 is between 4 and 5. ● True ● False

4
12 Choose <, >, or =.
12a. 1.75 13 12c. 37 3.375

4 8
12b. 2 12d. 3
− − −1
−
0.675
3 8 2
13 Graph 6 and −6 on the number line.

- 6 - 5 -4 -3 - 2 - 1 0 1 2 3 4 5 6
Wilson says both 6 and −6 have an absolute value of 6.

Is Wilson correct? Use the number line and words to
explain why or why not.

Chapter 3
Name
Chapter Test
Wilson is correct. Possible explanation: The distance

from 0 to each point is 6. So, the absolute value of 6
is 6, and the absolute value of ∙6 is 6.
54
Chapter 3
Name
Chapter Test
14 Explain how to graph points A(4, 0), B(4, −3), and

C(0, −3) on the coordinate plane. Then, explain how to
graph point D, so that ABCD is a rectangle.
For point A start at the origin, go four units right on

the x-axis, and plot the point. For point B start at the
origin, go four units right on the x-axis, then go
three units down, and plot the point. For point C
start at the origin, go three units down on the y-axis,
and plot the point. To graph point D, plot the point at
the origin, D(0, 0).
15 Filip and Zaya each have an online account for buying

digital applications. Filip’s account balance is −$25 and
Zaya’s is −$10. Express each account balance as a debt
and explain whose debt is greater.
Filip’s debt is $25 and Zaya’s debt is $10. Possible

explanation: Filip’s debt is greater than Zaya’s
because 25 is farther away from 0.
16 Point R(4, −5) is reflected across the y-axis to point S.

Point S is reflected across the x-axis to point T. What are
the coordinates of point T ? Use words and numbers to
explain your answer.
T(∙4, 5); Possible explanation: When a point is

reflected across the y-axis, the y-coordinates are
the same and the x-coordinates are opposites.
Point R(4, ∙5) is reflected across the y-axis to point
S(∙4, ∙5). When a point is reflected across the x-axis,
the x-coordinates are the same and the y-coordinates
are opposites. Point S(∙4, ∙5) is reflected across the
x-axis to point T(∙4, 5).

Name Chapter 4
Chapter Test
1 On the fruit trees in the greenhouse, there are 4 pears,

6 apples, and 3 oranges. Draw a model to show the ratio
of oranges to pears.
Possible model:
2 There are 3 students and 4 adults in a museum exhibit.

Write the ratio that compares the number of adults at
the exhibit to the total number of people at the exhibit.
4:7 or 4 or 4 to 7
7
3 Kamila adds 2 cucumbers for every 5 tomatoes on a

snack plate. Draw a model to show the ratio comparing
cucumbers to tomatoes.
Possible model:
4 Write the ratio 4 to 9 in two different ways.

4 and 4:9
5 Aunt Jen stops to drink 500 mL of water for every two

miles she hikes. The farther Aunt Jen hikes, the more
water she drinks. Complete the table by writing two
equivalent ratios.
Water (mL) 500 1,000 1,500
Distance (miles) 2 4 6

Chapter 4
Name
Chapter Test
6 Abshir has 5 green marbles and 3 red marbles. Which

ratios compare the number of red marbles to the total
number of marbles?
3 to 8 5:3
5 to 8 5
8
3:8 3
8
7 Maynor rode his bike 2 miles in 8 minutes. Paul rode his

bike 3 miles in 12 minutes. Did Maynor and Paul ride the
same number of miles per minute? Complete the table of
equivalent ratios to support your answer.
Maynor
Distance (miles) 2 4 6 8
Time (minutes) 8 16 24 32
Paul
Distance (miles) 3 6 9 12
Time (minutes) 12 24 36 48
Yes, Maynor and Paul rode the same number of miles

per minute. Since the ratio 6 appears in both tables,
the ratios in the first table must be equivalent to the
ratios in the second table.
8 Shenea bought 3 bottles of juice for $12. Write the rate

as a fraction. Then find the unit rate.
$12 $4
=
3 bottles 1 bottle
56
Chapter 4
Name
Chapter Test
9 Determine whether each ratio is equivalent to 1, 3, or 5.

2 9 7
Write the ratio in the correct box.
2 3 5 10 50 20 1 8
6 6 10 14 100 28 3 24
1 3 5
2 9 7
3 2 10
6 6 14
5 1 20
10 3 28
50 8
100 24
10 Dari bought 4 markers for $7. How many markers can

she buy for $21? Show your work.
12 markers; To find the unknown value, I used
ratios, Dari can buy 12 markers for $21.
11 Edgar said 3 is equivalent to 18. Check his work by

5 32
making a table of equivalent ratios.
3 6 9 12 15 18
5 10 15 20 25 30
12 A can of vegetable soup costs $2.88 for 12 ounces. A can

of chicken soup costs $2.25 for 9 ounces. Which can of
soup costs less per ounce? Use numbers and words to
The can of vegetable soup costs less per ounce

since its unit rate is less than the unit rate for
chicken soup.
Chapter 4
Name
Chapter Test
13 Vika earns $30 for washing 6 cars. If Emmett charges the

same rate, how many cars must he wash to earn $35?
7 cars
14 Use a unit rate to find the unknown value.
52 12
=
13 3
15 Melody saves $2 for every $9 she earns. How much does

Melody save if she earns $63?
$14
16 The Garcias are on their way to the beach. They are

traveling at a rate of 30 miles per hour. Use the ordered
pairs to graph the distance traveled over time.
Distance (miles) 30 60 90 120 150
Time (hours) 1 2 3 4 5
150 © Houghton Mifflin Harcourt Publishing Company
120
Distance (miles)
90
60
30
x
0 1 2 3 4 5
Time (hours)
58
Chapter 4
Name
Chapter Test
17 Mara enjoys running. The graph shows how far Mara ran
over time. Use equivalent ratios to find how far Mara
ran in 7 minutes.
y
300
Distance (meters)
240
180
120
60
x
0 1 2 3 4 5
Time (minutes)
420 meters
18 Professor Nahum bought 9 packs of paper for $27.
Part A
How much will he pay for 11 packs of paper? Use
numbers and words to explain your answer.
He will pay $33 for 11 packs of paper. Possible

explanation: I found the unit rate 3. Since I need to
find the cost of 11 packs, I multiplied
1
Part B
Describe how to use a bar model to solve the problem.
Draw a bar model representing $27 and divide it into

9 units. Then draw a bar to show 11 units. If 9 units
represent $27, then 1 unit represents $3. So, 11 units
represent 11 ∙ $3 ∙ $33.

Chapter 4
Name
Chapter Test
19 The corner grocery store sells apples for $1.19 per pound.
Select the stores that sell apples at a lower unit price.
Mark all that apply.
● Store A: $2.50 for 2 pounds

Store B: $3.48 for 3 pounds
Store C: $3.80 for 4 pounds
● Store D: $5.00 for 4 pounds
20 Water is filling a pool at a rate of 5 gallons per minute.
Part A
Complete the table of equivalent ratios for the first five
minutes of the pool filling up.
Amount of Water (gallons) 5 10 15 20 25
Time (minutes) 1 2 3 4 5
Part B
Hector said there will be 55 gallons of water in the pool
after 11 minutes. Explain how Hector could have found
his answer.
Possible explanation: Hector could have used

equivalent ratios to find his answer. He could have
multiplied the unit rate 5 by 11 to find the equivalent
ratio 55.
60
Name Chapter 5
Chapter Test
1 What percent is represented by the shaded part?
22%
32%
68%
78%
2 Write a ratio and a percent to represent the shaded part.
86
ratio: 100 percent: 86%
3 Chantal did math homework for 25 minutes, science

homework for 60 minutes, and took a break for
15 minutes. Write a percent to represent the portion of
time that Chantal spent on science homework.
60%
4 Model 41% and write it as a ratio.
41
ratio: 100

Chapter 5
Name
Chapter Test
5 For numbers 5a−5d choose Yes or No to indicate whether

the percent and the fraction represent the same amount.
5a. 13% and 13 ● Yes ● No

100
5b. 52% and 13 ● Yes ● No
50
5c. 12.5% and 1 ● Yes ● No
8
5d. 160% and 12 ● Yes ● No
5
6 A store has 7 red shirts, 15 black shirts, 13 white shirts,

and 5 green shirts. What portion of the shirts are black?
3 3.75%
40
3 0.375
8
7 For their history project, students chose to either write a

report or give a presentation. Two-fifths of the students
wrote a report, and 0.6 of the students gave a presentation.
Dominic said that more students gave a presentation
than wrote a report. Do you agree with Dominic? Use
numbers and words to support your answer.
Yes, I agree with Dominic. Possible explanation:

I converted 2 to 40% and converted 0.6 to 60%. 60%
is greater than 40%.
8 What are other ways to write 0.8?

80% 8
100
8% 8
10
62
Chapter 5
Name
Chapter Test
9 Sheila has $89 in her checking account. She uses 30% of

that money to pay a bill.
$2.67
$20.67
She uses to pay a bill.
$26.70
10 Boris has 20 tracks in his “warmup” playlist. If 20% of

the tracks are rock music and 60% of the tracks are rap
music, how many tracks are other types of music?
4 tracks
11 For 11a−11b, choose <, >, or =.
<
11a. 25% of 60 > 40% of 30
=
<
11b. 30% of 60 > 75% of 40
=
12 There were 220 people who voted at the 6th grade

meeting. Sixty percent of the voters are in favor of
changing the school mascot. How many people are
against changing the mascot? Use numbers and words to
88 people are against changing the mascot.

Possible explanation: 60% of 220 equals 132, and
220 ∙ 132 ∙ 88.

Chapter 5
Name
Chapter Test
13 Mila and Daisy went out to dinner. The price of dinner

for both of them was $45. They tipped their server 20%
of that amount. What was the tip amount?
$9.00
14 A doctor has 120 patients in River Hills. 55% of the

patients live in Downtown River Hills. The rest of the
patients live in Midtown River Hills. How many patients
live in each area?
Downtown: 66 patients
Midtown: 54 patients
15 Becca has saved 25% of the money that she needs to

buy a new tennis racket. If she has saved $21, how much
money does the tennis racket cost? Use numbers and
words to explain your answer.
64
Chapter 5
Name
Chapter Test
16 For numbers 16a−16d, choose Yes or No to indicate

16a. 8 is 20% of 32. ● Yes ● No

16b. 12 is 2% of 24. ● Yes ● No
16c. 40 is 50% of 80. ● Yes ● No
16d. 18 is 25% of 72. ● Yes ● No
17 Spike and his family are going to the grand opening of a

water park. There is a special price on tickets this
weekend. Tickets cost $36 each. This is 60% of the cost
of a regular price ticket.
Part A
What is the cost of a regular price ticket? Show your
work.
$60 is the cost of a regular price ticket. I started
I got $60.
Part B
Spike’s mom says that they would save more than $130 if
they buy 5 tickets for their family on opening weekend.
Do you agree or disagree with Spike’s mom? Use

numbers and words to support your answer. If her
statement is incorrect, explain the correct way to solve it.
I disagree with Spike’s mom.

$60 ∙ 5 ∙ $300; $36 ∙ 5 ∙ $180; $300 ∙ $180 ∙ $120
They would save $120, which is less than $130.

Chapter 5
Name
Chapter Test
18 Noemi said that 0.9 equals 9%. Use words and numbers
to explain her mistake.
Possible explanation: Noemi forgot to write a zero in

the hundredths place when she moved the decimal
2 places to the right. 0.9 equals 90%.
19 Write 24% as a fraction.

24 ∙ 6
100 25
20 Chef Avery wants to put a variety of muffins in a display

case. The case is large enough to hold 60 muffins.
Complete the table to show the number of each muffin
type that will fit in the case.
Percent of
Number of
Type of Muffin Maximum
Muffins in Case
Number
Blueberry 55% 33

Pumpkin 15% 9
Cranberry 30% 18
66
Name Chapter 6
Chapter Test
1 Zizi’s snowmobile weighs 725 kilograms. The weight of
800
the snowmobile is about 1,600 pounds.
2,500
2 Which measurements are equivalent to 25 yards?

A 50 feet C 900 inches
B 75 feet D 1000 inches
3 A subway car travels at a rate of 32 meters per second.

How far does it travel in 16 seconds? Use d = r × t.
4 The table shows data from 4 runners during a

training session.
Complete the table by finding the rate for each runner.
Use the formula r = d ÷ t.
Distance Time Rate

Runner
(kilometers) (hours) (km per hour)
Molly 27.0 3 9
Jesse 18.6 2 9.3
Nathan 36.0 4 9
Susie 18.2 2 9.1

Chapter 6
Name
Chapter Test
5 Convert each measurment.
5a. 85 pounds ≈ 38.59 kilograms
5b. 100 yards ≈ 91.4 meters
5c. 99 liters ≈ 26.12 gallons
6 For brunch, Alisha is making a recipe that requires 8 cups

of milk. She has 3 quarts of milk. Does she have enough
for the recipe? Explain your answer using numbers
and words.
Yes, Alisha has enough milk. There are 4 cups in 1 quart.

She has 3 ∙ 4 ∙ 12 cups, and 12 is greater than 8.
7 For numbers 7a–7d, choose <, >, or =.
7a. 4 kilometers 5000 meters 7c. 10 quarts 2.5 gallons
7b. 2.5 tons 4000 pounds 7d. 60 yards 600 inches

8 The distance from Marshawn’s house to the library is

3.5 kilometers. The distance from Kori’s house to the library
is 2.5 miles. Who lives closer to the library, Marshawn or Kori?
Use numbers and words to support your answer.
68
Chapter 6
Name
Chapter Test
Marshawn lives closer to the library. I converted Kori’s

distance of 2.5 miles to 4.025 kilometers and then
compared this to Marshawn’s distance of 3.5 kilometers.
3.5 kilometers is the shorter distance.

Chapter 6
Name
Chapter Test
9 Convert 32 hectoliters to the given units.
liters centiliters kiloliters
3,200 320,000 3.2
10 A dripping faucet leaks 1.8 ounces per minute. Complete

the product to find how many ounces it leaks in half
an hour.
1.8 30
ounces minutes = 54 ounces
× 1
1 minute
11 The rectangular rug in Eshe’s living room measures

15 feet by 120 inches. For numbers 11a–11d, select
True or False for each statement.
11a. The area of the rug is ● True ● False

150 square feet.
11b. The length of the rug ● True ● False
is 150 inches.
11c. The width of the rug ● True ● False
is 10 feet.
11d. The area of the rug ● True ● False
is 21,600 square inches.
12 Henri bought a box of books with a mass of

560,000 centigrams. Which measurements are
equivalent to 560,000 centigrams?
5,600,000 ounces
5.60 kilograms
560 dekagrams
5,600 grams

Chapter 6
Name
Chapter Test
13 Ms. Woodson wrote the problem on the board.

One vehicle has a gas mileage of 30 miles per gallon.
How many miles can the vehicle travel on 13 gallons
of gas?
Taylor used 30 miles × 1 to find the answer.
1 gallon 13 gallons
Explain Taylor’s mistake.
390 miles.
14 Bryan’s water bottle can hold 0.9 liter of water. 0.9 liter
0.9
is equivalent to 0.09 kiloliter.
0.0009
15 The distance from the coffee shop to the bookstore is

1 mile. Write equivalent conversions in the correct boxes.
2
31,680 2,640 880
feet inches yards

2,640 31,680 880
16 Sherry is driving 390 miles to visit the Gateway Arch

in St. Louis. She drives at an average rate of 65 miles
per hour. Explain how you can find the amount of time
it will take Sherry to get to the Arch.
Possible explanation: To find the amount of time
70
Chapter 6
Name
Chapter Test
17 Nelia takes a brisk walk around a pond. She walks

1.25 hours at an average speed of 3 miles per hour.
What is the distance around the pond?
3.75 miles
18 A rectangular table cloth has a width of 3 yards 1 foot

and a length of 4 yards.
3 yards 1 foot
4 yards
Part A
Abuela says that the width could also be written as 4 feet.
Explain whether you agree or disagree with Abuela.
I disagree. Possible explanation: The width is 3 yards ∙

1 foot, and since there are 3 feet in one yard, the width
would be (3 yards ∙ 3 feet per yard) ∙ 1 foot ∙ 10 feet.
Part B
The dimensions of Abuela’s table are given in yards.

Explain how she can find the area of the tablecloth in
square meters.
Possible explanation: First, convert the width and length

to feet: 4 yards ∙ 12 feet and 3 yards 1 foot ∙ 10 feet.
Then, convert feet to meters: 12 ft ∙ 0.305 m/ft ∙ 3.66
mand 10 ft ∙ 0.305 m/ft ∙ 3.05 m. Finally, multiply
length by width to find the area: 3.66 m ∙ 3.05 m ∙
11.163 m2.

Chapter 6
Name
Chapter Test
19 Lolo is using a trailer to transport bison to the prairie.
Part A
Complete the table by finding the weight, in pounds, of
Lolo’s trailer and each bison.
Weight (T) Weight (lb)

Bison 0.4 800
Trailer 1.5 3,000
Part B
Lolo’s truck can tow a maximum weight of 2,700 kilograms.
What is the maximum number of bison he can take in
his trailer at one time without going over the maximum
weight the truck can tow? Use numbers and words to
support your answer.
Lolo can take a maximum of 3 bison in the trailer at

one time. Possible explanation: The weight of 3 bison
and the trailer would be 3 ∙ 800 ∙ 3,000 ∙ 5,400
pounds, or 2,451.6 kilograms. The weight of 4 bison
and the trailer would be 4 ∙ 800 ∙ 3,000 ∙ 6,200
pounds, or 2,814.8 kilograms, which is greater than
2,700 kilograms.

20 A rectangular room measures 14 feet by 144 inches.
Harlan said the area of the room is 2,016 square feet.
Explain his mistake, and then find the area in square feet.
Possible explanation: Harlan multiplied 14 and 144.

He should have converted 144 inches to 12 feet
before he found the area. The correct area is
14 feet ∙ 12 feet ∙ 168 square feet.
72
Name Chapter 7
Chapter Test
1 Use exponents to rewrite the expression.

2 × 2 × 2 × 2 × 2 × 4 × 4 × 4
5 3
2 ×4
2 An online store sells specialty bags. They charge $8 for

shipping and $21 per bag ordered. Write an expression
that can be used to find the cost in dollars for b bags,
including shipping
8 ∙ 21b
3 Andrew owns 3 fewer DVDs than Dina. Let k represent

the number of Dina’s DVDs. Identify the expression that
can be used to find the number of DVDs that Andrew owns.
k − 3
3 − 2k
2k − 3
3k − 3
4 Write 34 using repeated multiplication. Then find the

value of 34.
34 ∙ 3 ∙ 3 ∙ 3 ∙ 3 ∙ 81
5 Darryl is buying apples and bananas. He buys a pounds

of apples that cost $2 per pound and b pounds of
bananas that cost $1 per pound. The total amount of his
purchase is given by the expression 2a + b. What are the
terms of the expression?
2a
2
a
b

Chapter 7
Name
Chapter Test
6 Choose the number that makes the sentence true.

The formula A = 6s2 gives the surface area A of a cube
with a side length s. The surface area of a cube that has
25
a side length of 5 inches is 125 inches squared.
150
7 Emir is ordering sets of guitar strings and bags of picks

for his guitar. A new set of strings costs $12 and a new
bag of picks cost $4. Shipping costs $6. The expression
12g + 4g + 6 gives the total cost for buying g sets of strings
and picks. Simplify the expression by combining like terms.
16g ∙ 6
8 Mr. Patel writes the expression 4 × (7 − 2)2 ÷ 10 on the

board. Keisha says the first step is to evaluate the
exponent 22. Explain Keisha’s mistake, and then evaluate
the expression.
Keisha should have said that the first step is to

evaluate (7 ∙ 2).
4 ∙ (7 ∙ 2)2 ∙ 10
4 ∙ (5)2 ∙ 10
4 ∙ 25 ∙ 10
100 ∙ 10
10
9 Kaydin writes the following word expression on the board.
the quotient of 24 and k
Write an algebraic expression for the word expression.

Then, evaluate the expression for k = 3. Show your work.
Replace k with 3: 24
Divide: 8
74
Chapter 7
Name
Chapter Test
10 Shen has some bags that each contain 24 balloons. She

takes 2 balloons from each bag. The expression 24b − 2b
represents the number of balloons b left in the bags.
Simplify the expression by combining like terms. Draw a
line to match the expression with the simplified expression.
• 26b
•
24b − 2b • •
• 12b
11 Ms. Gordon has a part-time job delivering packages. She

earns $300 per week plus $6 for each package she
delivers. Write an expression that gives the amount in
dollars Ms. Gordon earns for delivering p packages. Use
the expression to find the amount Ms. Gordon will earn if
she delivers 20 packages in one week. Show your work.
300 ∙ 6p; Ms. Gordon will earn $420.

300 ∙ 6p
300 ∙ 6(20)
300 ∙ 120
420
12 Choose the word that makes the sentence true.

Paulo wrote the expression 3 × (d + 5) in his notebook.
Commutative
He uses the Associative Property to write the
Distributive
equivalent expression 3d + 15.

Chapter 7
Name
Chapter Test
13 Use properties of operations to determine whether

4(n + 2) + 2n and 6n + 2 are equivalent expressions.
4n ∙ 8 ∙ 2n; Distributive Property

6n ∙ 8; Combine like terms.
4(n ∙ 2) ∙ 2n is equivalent to 6n ∙ 8.
Since 6n ∙ 8 is not equivalent to 6n ∙ 2,
4(n ∙ 2) ∙ 2n is not equivalent to 6n ∙ 2.
14 Myles bought 4 rose bushes and 4 tulip plants. Let

r represent the number of roses in bloom on each rose
bush and let t represent the number of tulips in bloom
on each tulip plant. Myles and Janelle each wrote an
expression that represents the total number of flowers in
bloom. Are the expressions equivalent? Justify your answer.
Myles: Janelle:
4r + 4t 4(r + t)
They are equivalent statements. 4r ∙ 4t ∙ 4(r ∙ t)

by the Distributive Property.
15 Sam is five centimeters taller than his cousin. Which

expressions represent Sam’s height if his cousin’s height
is h centimeters? Select all the correct answers.
A h + 5 C the sum of h and 5

B h − 5 D h less than 5
16 Write the algebraic expression in the box that shows an

equivalent expression.
2( j + 3) 2j + 3j 3 + 6j + 2
5j 5 + 6j 2j + 6
2j ∙ 3j 3 ∙ 6j ∙ 2 2( j ∙ 3)
76
Chapter 7
Name
Chapter Test
17 Use properties of operations to determine whether the

expressions are equivalent.
6(a + b) and 6a + b 15m – 4n – 6m and 9m – 4n 8 + 2(4x – 3) and 8x + 2
not equivalent equivalent equivalent
18 A resort rents surfboards for $15 plus $3 for each hour

the surfboard is rented. An expression for the total cost
of renting a surfboard for h hours is 15 + 3h. Complete
the table by finding the total cost of renting a surfboard
for h hours.
Number of hours, h 15 ∙ 3h Total Cost
1 15 ∙ 3 ∙ 1 $18
2 15 ∙ 3 ∙ 2 $21
3 15 ∙ 3 ∙ 3 $24
4 15 ∙ 3 ∙ 4 $27
19 An online camping supplies outlet charges $14 for a canteen,

and shipping is $2 per order.
Part A
Write an expression that CJ can use to find the total cost
in dollars for ordering n canteens.
14n ∙ 2
Part B
CJ orders 2 canteens and Cameron orders 4 canteens.
What is the total cost, including shipping, for both
orders? Show your work.
The cost of CJ’s order is 14(2) ∙ 2 ∙ 30, or $30.

The cost of Cameron’s order is 14(4) ∙ 2 ∙ 58,
or $58. So, the total cost for both orders is
$30 ∙ $58 ∙ $88.

Chapter 7
Name
Chapter Test
20 Hari simplifies the expression (5 + 4)2 − 5 × 2.
Part A
Hari shows her work on the board. Use numbers and
words to explain her mistake.
(5 + 4)2 − 5 × 2
(9)2 − 5 × 2
81 − 5 × 2
76 × 2
32
Hari did not use the correct order of operations.

She subtracted before multiplying. She should
have multiplied first and then subtracted.
Part B
Simplify the expression (5 + 4)2 − 5 × 2 using the order
of operations. Show your work.
(5 ∙ 4)2 ∙ 5 ∙ 2
(9)2 ∙ 5 ∙ 2
81 ∙ 5 ∙ 2
81 ∙ 10

71
78
Name Chapter 8
Chapter Test
1 For numbers 1a–1c, choose Yes or No to indicate whether

the given value of the variable is a solution of the equation.
1a. 1 x = 3; x = 12 ● Yes ● No
4
1b. 100 − m = 84; m = 184 ● Yes ● No
1c. 12b = 48; b = 5 ● Yes ● No
2 Olivia is sorting through the coins in her bank to

determine how much money she has. She sees that she
has $3.25 in quarters. The equation 0.25x = $3.25 can
be used to figure out how many quarters are in Olivia’s
bank. Using substitution, Olivia determines that she has
11
12 quarters.
13
3 Rawan’s family went to the movie theater and bought

tickets and popcorn. They spent $35 altogether with
$9.50 spent on popcorn. Write an equation that can be
used to find out how much money x they spent on tickets.
x ∙ 9.50 ∙ 35
4 Match each statement with the equation that represents it.
4a. The total of a number

x − 16 = 31
x and 16 is 31.
4b. 16 less than a number x = 15
x is 31. 5
4c. A number of x items split
5x = 15
into 5 equal groups is 15.
4d. The product of 5 and a
number x is 15. x + 16 = 31

Chapter 8
Name
Chapter Test
5 In Tío’s garden, the tulips are 6 inches shorter than the rose
bush. The rose bush is 13 inches tall. Write and solve an
addition equation to find the height of the tulips.
x ∙ 6 ∙ 13; x ∙ 7; 7 inches
6 Jeremy solved the equation 3 + x = 11 by drawing a model.

Use numbers and words to explain how Jeremy’s model can
be used to find the solution.
On one side of an equal sign Jeremy drew a rectangle and

3 squares to represent 3 ∙ x. On the other side of the equal
sign Jeremy drew 11 squares to represent 11. Then he crossed
off 3 squares on each side. Then he drew the rectangle on
the left and 8 squares on the right. So, the solution is x ∙ 8.
7 Lyza and Kent worked on a jigsaw puzzle for a total of 7 hours.

Lyza worked for 3 hours. Solve the equation x + 3 = 7 to find
how many hours Kent worked on the puzzle.
4 hours
80
Chapter 8
Name
Chapter Test
8 Which equations have the solution n = 9?

4 + n = 5
7 = n − 2
14 = n + 5
9 + n = 17
9 Write an inequality for this word sentence. Graph the

inequality.
No more than 14 people p can ride the roller coaster at
one time.
p ≤ 14
10 12 14 16 18 20

whether the equation has the solution y = 8.
10a. 3y = 9 ● Yes ● No
4
10b. 3y = 28 ● Yes ● No
10c. 5y = 40 ● Yes ● No
y
10d. =4 ● Yes ● No
2

Chapter 8
Name
Chapter Test
11 The Lovato family is planning a family reunion for 21 people.

Each family is made up of three people. Solve the equation
3x = 21 to find the number of families that will attend the
reunion. Use a model.
into three equal groups. When you split 21 squares into three
12 Christopher is working on his math homework. He solves the

equation m = 48 and says that the solution is m = 8. Do
6
you agree or disagree with Christopher? Use words and
numbers to support your answer. If his answer is incorrect,
find the correct answer.
I disagree with Christopher. Possible explanation: The equation

is a division equation that can be read as “m divided by 6 is
equal to 48”. Christopher solved it as if the equation were
82
Chapter 8
Name
Chapter Test
13 Ingrid gets two-thirds of her essay written in 30 minutes.

The equation 2 x = 30 can be used to find out how long
3
it takes her to write her essay. Solve the equation to find
the total number of minutes it takes for Ingrid to write
the essay. Use numbers and words to explain how to
solve 2 x = 30.
3
Possible answer: x is multiplied by 2, so divide

both sides by 2 to undo the multiplication.
Use the Division Property of Equality.
To divide by 2, multiply by its reciprocal.
Ingrid took 45 total minutes to write the essay.
14 The most that Marice will pay for a pair of jeans is $30.
This can be written as the inequality c ≤ 30. Two possible
29 34
solutions for the inequality are 31 and 32 .
33 30
15 To reach her summer reading goal, Nonku has to read

at least 30 books. The inequality b ≥ 30 represents
the number of books she needs to read. Which of the
following are solutions to this inequality?
28 30
29 31

Chapter 8
Name
Chapter Test
16 Being exposed to music over 115 decibels can lead to

hearing loss. Write an inequality describing a safe volume
for listening to music. Tell what type of numbers the
variable in the inequality can represent.
d ≤ 115, where d is zero or a positive number less

than or equal to 115
17 Match the inequality to the word sentence it represents.
No more than 60 people can

a < 60
participate.
b ≤ 60 Miranda saved less than $60.
More than 60 people attended

c > 60
the game.
The temperature did not drop

d ≥ 60
below 60 degrees.
18 Chao graphed the inequality f ≥ 12.
9 10 11 12 13 14 15
Part A

Chao said that 12 is not a solution of the inequality.
Do you agree or disagree with Chao? Use numbers
and words to support your answer.
I disagree with Chao. Possible explanation: Since the

circle is filled in, 12 is part of the solution.
Part B
Suppose Chao’s graph had an empty circle at 12. Write
the inequality represented by this graph.
f > 12
84
Name Chapter 9
Chapter Test
1 A package of juice boxes contains 6 boxes. The total

number of individual juice boxes b is equal to 6 times
the number of packages of juice boxes p.
b.
The independent variable is The dependent
p.
b.
variable is
p.
The equation that represents the relationship
p = 6b.
between the variables is
b = 6p.
2 A clothing store charges $6 to sew initials on any

clothing purchase. The total cost C is the price of the
clothing p plus $6 for sewing the initials.
2a. The total cost C depends ● True ● False
on the price of the clothing.
2b. p is the independent variable. ● True ● False
2c. C is the dependent variable. ● True ● False
2d. The equation that represents ● True ● False
the relationship between the
variables is C = 6p.
3 An electrician charges $90 to identify a problem and

$85 per hour to fix the problem. The total cost c equals
85 times the number of hours x plus 90. Write an
expression for the relationship and complete the table.
Input Rule Output

Time (hr), x 85x ∙ 90 Cost ($), c
1 85 ∙ 1 ∙ 90 175
2 85 ∙ 2 ∙ 90 260
3 85 ∙ 3 ∙ 90 345
4 85 ∙ 4 ∙ 90 430

Chapter 9
Name
Chapter Test
4 A professional music center offers orchestra classes.

There is a registration fee of $105, and each class costs
$65. The total cost c equals 65 times the number of
classes n plus 105.
Input Output
Number of Classes, n Cost ($), c
1 170
2 235
3 300
4 365

4a. The registration fee is $165. ● True ● False
4b. n is the independent variable. ● True ● False
4c. c is the dependent variable. ● True ● False
4d. The cost for 6 classes is $495. ● True ● False
5 A tennis coach is buying sports drinks for the team.

The table shows the total cost based on the number
of sports drinks purchased.
Number of Sports
1 2 3 4
Drinks, n
Cost ($), c 3 6 9 12
If the coach spent a total of $108, how many sports
drinks did the coach buy? Use numbers and words to
The coach bought 36 sports drinks. Possible

explanation: I found a pattern and wrote the equation
c ∙ 3n. Since I know the coach spent a total of $108,
I can substitute 108 for c and solve for n: 108 ∙ 3n;
n ∙ 36. So, the coach bought 36 sports drinks.
86
Chapter 9
Name
Chapter Test
6 The table shows the number of cups of iced tea that can
be made from various numbers of tea bags.
Tea Bags, b 6 12 18 24
Iced Tea (cups), t 4 8 12 16
Roland says the number of cups of iced tea t depends on
the number of tea bags b. He says the equation t = b
1.5
represents the relationship between the number of tea
bags b and the cups of iced tea t. Is Roland correct? Use
words and numbers to explain why or why not.
Roland is correct. The number of cups of iced tea t

depends on the number of tea bags b. Each value of
b is divided by 1.5 to get the corresponding value of
b.
7 For numbers 7a–7d, choose Yes or No to indicate whether

the points, when graphed, lie on the same line.
7a. (1, 12), (2, 8), (3, 4), (4, 0) ● Yes ● No
7b. (1, 1), (2, 8), (3, 9), (4, 10) ● Yes ● No
7c. (1, 3), (2, 6), (3, 9), (4, 12) ● Yes ● No
7d. (1, 4), (2, 6), (3, 10), (4, 12) ● Yes ● No
8 Graph the relationship represented by the table to find

the unknown value.
Time (min), x 40 50 60 70
Water in Pool (gal), y 500 650 800 950
y
1200
1000
Water (gal)
800
600
400
200
0 20 40 60 80 100 120 140

Time (min)

Chapter 9
Name
Chapter Test
9 Graph the relationship represented by the table.
Time (wk), x 3 4 5 6
Cans of Dog Food, y 21 28 35 42
y
48
Cans of Dog Food
42
35
28
21
14
7
x
0 1 2 3 4 5 6 7 8 9 10
Time (wk)
10 A flock of geese flies 50 miles per hour. Write a d

linear equation that gives the distance d in miles 200
that the flock of geese flies in h hours. 175
Distance (mi)
150
125
d ∙ 50h 100
75
50
25
0 1 2 3 4 5 6 7 8
Time (hr)
11 The table shows the length of a candle c over c

time t. 8
Candle Length (in.)
7
Time (hr), t 0 1 2 3 6
5
Candle Length (in.), c 6 5 4 3 4
3
Graph the relationship between time t and candle 2
length c. Then write the equation that shows the 1
t
relationship. 0 1 2 3 4 5 6 7 8
c ∙ 6 ∙ t Time (hr)
88
Chapter 9
Name
Chapter Test
12 Ali swims 20 minutes per day for exercise. The total

number of minutes m Ali swims equals 20 times the
number of days d Ali swims.
What is the dependent variable?
What is the independent variable?

d
Write the equation that represents the

relationship between the m and d. m ∙ 20d
13 LeBron rents a car that costs $55 per day. The total cost
c in dollars of LeBron’s car rental is 55 times the number
of days n he rents the car.
13a. The number of days n is ● True ● False

dependent on the cost c.
13b. n is the independent variable. ● True ● False
13c. c is the dependent variable. ● True ● False
13d. The equation that represents ● True ● False
the total cost is c = 55n.
14 To rent a beach chair and umbrella, there is a rental

fee of $10. Then it costs $2 per hour. Use the equation

c = 2h + 10 to complete the table.
Input Output
Hours, h Cost ($), c
2 14
4 18
6 22
8 26

Chapter 9
Name
Chapter Test
15 Tickets to the school play cost $3 each, with a service

charge of $1 per order. The total cost C equals 3 times
the number of tickets purchased t plus 1. Use the
equation C = 3t + 1 to complete the table.
Tickets, t Cost ($), C

3 10
4 13
5 16
8 25
10 31
16 The graph shows the number of words Denise types in a

given number of minutes. If Denise continues to type at
the same pace, how many words will she have typed in
5 minutes?
w
300
250
Words
200
150
100
50
t
0 1 2 3 4 5 6 7 8 9 10
Time (min)

250 words
17 Miko claims the linear equation for the c

relationship shown by the graph is c = 35d. 400
Use numbers and words to support Miko’s claim. 350
300
Cost ($)
250 (7, 245)

Sample answer: I can support Miko’s claim 200 (5, 175)
because the ordered pairs (1, 35), (3, 105), 150
(5, 175), and (7, 245) each make the equation 100 (3, 105)
c ∙ 35d true. 50 (1, 35) d
0 1 2 3 4 5 6 7 8
Number of Dives
90
Name Chapter 10
Chapter Test
1 Find the area of the parallelogram.
8 in.
The area is 40 in2.
2 A billboard is two different colors. What is the area of

the white part of the billboard? Explain how you found
your answer.
4.5 ft
4 ft
9 ft2; Possible explanation: The area of the rectangle

3 The area of a triangle is 30 ft2. For numbers 3a–3d, select

Yes or No to tell if the dimensions could be the height
and base of the triangle.
3a. h = 5 ft, b = 6 ft ● Yes ● No

3b. h = 5 ft, b = 12 ft ● Yes ● No
3c. h = 6 ft, b = 10 ft ● Yes ● No
3d. h = 6 ft, b = 20 ft ● Yes ● No

Chapter 10
Name
Chapter Test
4 The area of the triangle is 20 ft2. Use the numbers to

label the height and base of the triangle.
2 3 4 5 10 12
4 ft
10
10 ft
5 A rectangular plastic ruler has a triangle cut out of it.

Use the diagram of the ruler to complete the table.
6 in.
3 in.
Square Inches of
Area of Rectangle Area of Triangle
Plastic in Ruler
18 in2 0.5 in2 17.5 in2 © Houghton Mifflin Harcourt Publishing Company
92
Chapter 10
Name
Chapter Test
6 A trapezoid has an area of 30 in2. If the lengths of the

bases are 4.8 in. and 5.2 in., what is the height?
6 in.
7 A quilt is in the shape of a regular pentagon. It is made

from 5 pieces of fabric that are congruent triangles.
Each triangle has an area of 16 in2. What is the area
of the quilt?
80 in2
8 Which expressions can be used to find the area of

the trapezoid?
2.5 in.
3.5 in.
1 × (7 + 2.5) × 3.5
2
1 × (2.5 + 3.5) × 7
2
1 × (7 + 3.5) × 2.5
2
1 × (6) × 7
2
Chapter 10
Name
Chapter Test
9 Name the polygon and find its area. Show your work.
3.1 in.
polygon: octagon area: 49.6 in2
10 Oma and Opa need to replace some flooring in their house.
15 ft
Which expressions represent the area of one of

the rooms?
8 × 15 6 × 15
6 × 26 1 × 8 × 11
2
94
Chapter 10
Name
Chapter Test
11 Hsiu wants to draw a parallelogram on the coordinate

plane. He plots these 3 points.
B (3, 2)
2 3 4 5
Part A
Find and label the coordinates of the fourth vertex, B,
of the parallelogram. Draw the parallelogram.
Part B
What is the length of side AB? How do you know?
5 units; possible answer: I found the horizontal

distances of A and B from (0, 2). Then I added the
distances: 2 ∙ 3 ∙ 5.
12 Suppose the point (3, −1) is changed to (3, 0) on this

rectangle. What other point must change so the
figure remains a rectangle? What is the area of the
new rectangle?
(∙2, ∙ 1) (∙2, 0) 4 5
Point would change to .
The area of the new rectangle is 10 square units.

Chapter 10
Name
Chapter Test
13 Look at the figure at the right. The area of the

parallelogram and the areas of the two congruent
triangles formed by a diagonal are related. If you know
the area of one triangle, how can you find the area
of the parallelogram?
Together, the two congruent triangles have the same

area as the parallelogram. So, I can find the area of
the parallelogram by multiplying the area of one
triangle by 2.
14 The roof of Khala’s house is shaped like a parallelogram.

The base of the roof is 12 m and the area is 114 m2.
Choose a number and unit to make a true statement.
102
m.
30
The height of the roof is
19
9.5
15 Xavier wants to draw a quadrilateral on the

coordinate grid. He starts by graphing the points
(−2, 3), (2, 3), and (2, −1). For numbers 15a–15d,
select True or False for each statement.
15a. The point (−2, 1) would be ● True ● False 4 5

the fourth vertex of a square.
15b. The point (−3, 1) would be ● True ● False
the fourth vertex of a trapezoid.
15c. The point (−4, −1) would be ● True ● False
the fourth vertex of a trapezoid.
15d. The point (−2, −1) would be ● True ● False
the fourth vertex of a square.
96
Name Chapter 11
Chapter Test
1 Taleen makes a rectangular prism from paper.
rectangle.
The base is a trapezoid.
triangle.
trapezoids.
The lateral faces are rectangles.
triangles.
2 Jami covered the faces of this wooden box with felt.
10 cm
Which expressions show the surface area of the box?

1,320
4 × 8 × 10
32 + 32 + 80 + 80 + 40 + 40
2(8 × 4) + 2(10 × 8) + 2(10 × 4)
3 A prism is filled with 25 cubes with 1-unit side lengths.

2
What is the volume of the prism in cubic units?
31 cubic units
3 A square pyramid has a base with a side length of

7.5 feet and lateral faces with heights of 16 feet.
Write an expression that can be used to find the surface
area, in square feet, of the square pyramid.

Chapter 11
Name
Chapter Test
5 As part of her art project, Sarah paints 2 square

pyramids. The base of the first pyramid has a length
of 6 centimeters and lateral faces with heights of
8.5 centimeters. The base of the second pyramid is half
the length of the first pyramid, and each lateral face has
a height of 8.5 centimeters.
For numbers 5a–5c, choose Yes or No to indicate whether
the statement is correct.
5a. The surface area of the first ● Yes ● No
pyramid is 26 cm2.
5b. The lateral area of the first ● Yes ● No
pyramid is twice the lateral
area of the second pyramid.
5c. The surface area of the first ● Yes ● No
pyramid is twice the surface
area of the second pyramid.
6 Identify the figure and find its lateral area. Explain how
you found your answer.
The figure is a triangular pyramid and the lateral area

is 40.5 square meters. Possible explanation:
I found the area of one triangular face. Then I multiplied

it by 3 since there are 3 congruent triangles.
7 Marco bought a box of energy-efficient light bulbs that is

in the shape of a rectangular prism.
2 in.
5 1 in.
2
10 in.
98
Chapter 11
Name
Chapter Test
2 in. 80 in3.
The volume of the box is 5 1 in. × 10 in. × 5 1 in. = 110 in3.
2
10 in. 180 in3.

Chapter 11
Name
Chapter Test
8 A rectangular prism-shaped gift box measures 8 inches

long by 10 inches wide by 3 inches high. What is the
surface area of the box?
268 in2
9 Which expressions can be used to find the volume of the

rectangular prism? Select all the correct answers.
unit
s
8 1 units
2
unit
2 1 units × 8 1 units × 3 units
2 2
s
4(8 1 units × 3 units) + 2(2 1 units × 3 units)

2
2
63.75 cubic units
2(8 1 units × 2 1 units) + 2(8 1 units × 3 units)
2
2 2
+ 2(2 1 units × 3 units)
2
10 For numbers 10a–10d, select True or False for the statement.

7 cm
A 3 cm
3 cm
B C 5 cm
3 cm D
3 cm
E F 5 cm
10a. The area of face A is 10 cm2. ● True ● False

10b. The area of face B is 15 cm2. ● True ● False
Chapter 11
Name
Chapter Test
10c. The area of face C is 35 cm2. ● True ● False

10d. The surface area of the prism is ● True ● False
142 cm2.
100
Chapter 11
Name
Chapter Test
11 Eli made a wooden box in the shape of a rectangular

prism. The box has a length of 5 inches, a width of
3 1 inches, and a height of 7 inches.
2
Part A
Eli wants to paint the entire box green and give the box
to his dad as a gift. What is the total area that he will
paint? Explain how to find the surface area.
154 in2; Possible explanation: I used the following

expression:
Part B
Explain how to find the volume of the box.
12 A box measures 4 units by 2 1 units by 1 1 units.

2
2
For numbers 12a–12b, select True or False for the statement.
12a. The greatest number of cubes ● True False

with a side length of 1 unit
2
15 cubic units.
that can be packed inside
the box is 100.
12b. The volume of the box is
n Harcourt Publishing Company
Chapter 11
Name
Chapter Test
True ● False
102
Chapter 11
Name
Chapter Test
13 Gianni says the lateral area of the square pyramid is

624 in2. Do you agree or disagree with Gianni? Use
numbers and words to support your answer. If you
disagree with Gianni, find the correct answer.
I disagree with Gianni. Possible explanation:

Gianni found the surface area of the square
pyramid, not the lateral area. The lateral area is
14 Zyan is decorating a cabinet with leftover wallpaper. He

is going to decorate all the exterior sides except the top
and the bottom. The cabinet is 6 feet tall, 4 feet wide,
and 2 feet deep. What is the surface area of the the
portion of the cabinet that Zyan is going to cover?
72 square feet
15 Katy is designing boxes for a cereal company. The table

shows the dimensions and volumes of four different boxes.
Use the formula V = l × w × h to complete the table.
Cereal Box Dimensions
Length (ft) Width (ft) Height (ft) Volume (ft3)
Box 1 6 2.5 10 150
Box 2 11 3 8 264
Box 3 7 3 11 231
Box 4 10 4 12 480

Chapter 11
Name
Chapter Test
16 Haven’s computer came in a box shaped like a cube.

How many square faces does this box have?
6 square faces
17 Anh has a jewelry box in the shape of a cube. She wants

to paint the sides pink and the top green. Which nets
can be used to represent the jewelry box?
104
Name Chapter 12
Chapter Test
1 The data set shows the total number of packages of fruit snacks
sold each day for 28 days. What is the mode of bags sold in
a day?
Number of Packages of Fruit Snacks Sold Each Day

20 16 11 12 19 13 14
12 12 18 9 17 24 20
10 21 10 13 13 16 19
21 22 13 18 15 14 10
13 bags of snacks
2 A researcher asks, “How much electricity did Building 12 use on

Day 1?” Explain why this is not a statistical question.
Possible explanation: This is not a statistical question because

there is no variability in the amount of electricity Building 12 used.
3 Describe the data set by writing the attribute measured, the unit
of measure, the likely means of measurement, and the number of
observations in the correct location on the chart.
100-Meter Run Times (sec)
12.8 12.5 12.9 13.4 13.5 13.7 12.8
time to run a
stopwatch seconds
100-meter race
Likely Means of Number of

Attribute Unit of Measure
Measurement Observations
time to run a
seconds stopwatch 7
100-meter race
4 The high temperatures for the week in Cincinnati, in degrees

Fahrenheit, were 43, 43, 45, 42, 26, 43, and 45. For numbers 4a–4c,
select True or False to indicate whether the statement is correct.
4a. The outlier in the data set is 26. ● True ● False

4b. The difference between the outlier ● True ● False
and the highest temperature is 19.
4c. The outlier in this set of data ● True ● False
affects the mean by increasing it.

Chapter 12
Name
Chapter Test
5 Ms. Wilson gave a quiz to her science class. The students’ scores
are listed in the table. Make a dot plot of the data.
Science Test Scores

90 90 50 70 70
80 90 50 70 60
90 70 60 80 100
70 50 80 90 90 40 50 60 70 80 90 100
80 70 80 100 70
6 Mr. Echohawk collected $15, $15, $25, and $29 in four

donations for the class fundraiser.
$15.
The mean of the donations is $21.
$25.
$20.
The median of the donations is $21.
$25.
$15.
The mode of the donations is $20.
no mode.
7 Four friends are buying healthy snacks at the concession stand.

The costs of their snacks are $1, $3, $4, and $4. Select True or
False for each statement.
7a. The mean cost for the snacks can ● True ● False
be found by adding each cost
and dividing that total by 4.
7b. The mean cost of the four ● True ● False
snacks is $3.
7c. The difference between the ● True ● False
greatest cost and the mean is $2.
7d. The difference between the ● True ● False
lowest cost and the mean is $2.
104
Chapter 12
Name
Chapter Test
8 The histogram shows the amount of time students spent practicing

the piano for the week. For numbers 8a–8d, choose True or False
to indicate whether the statement is correct.
0-29 30-59 60-89 90-119 120-149
8a. The number of students that practiced between ● True ● False

120 minutes and 149 minutes is 3.
8b. The greatest number of students spent 90 to ● True ● False
119 minutes practicing the piano.
8c. Only one student practiced less than 60 minutes. ● True ● False
8d. Six of the students spent 60 minutes or more ● True ● False
practicing the piano for the week.
9 The dot plot shows how many games of table

tennis 8 different members of the table tennis
club played in one week. What number of games 0 1 2 3 4 5 6 7 8
is played most often in one week? Explain how
the dot plot helped you find the answer. Number of Games Played in One Week
5 games; Possible explanation: The number of games with the tallest stack
of dots represents the number that occurs most often. The tallest stack of
dots in this dot plot is for 5 games.
10 The computer store records how many laptops were sold each day.
Find the mode of the data.
Number of Laptops sold Each Day

Monday Tuesday Wednesday Thursday Friday Saturday
7 8 12 12 9 12
Mode = 12 laptops

Chapter 12
Name
Chapter Test
11 The amounts of money Kerry earned each week from

babysitting for 5 weeks are $12, $62, $70, $54, and $62.
The mean amount earned is $52 and the median amount
earned is $62. Identify the outlier and describe how the
mean and median are affected by it.
The outlier is $12. The mean of the data without the

outlier is $62, so the outlier decreases the mean.
The median of the data without the outlier is $62,
so the outlier does not change the median.
12 The frequency table shows the height, in inches,

of 12 gymnasts. What fraction of the gymnasts Heights of Gymnasts
are 59 inches or shorter?
Inches Frequency
40–49 3
8 = 2 50–59 5
60–69 3
70–79 1
13 A teacher surveys her students to find out how Art Project Times (min)
much time the students spent completing their art
35 45 40 28
months
27 33 39 45
project. She uses minutes as the unit of measure.
42 30 35 25
seconds
whether the question is a statistical question.
14a. What are the diameters of the fountains ● Yes ● No
at the zoo?
14b. How old are the animals at the zoo? ● Yes ● No
14c. What is the diameter of the tiger fountain ● Yes ● No

in front of the Big Cats display at the zoo?
14d. What are the opening times of the ● Yes ● No
concession stands at the zoo?
106
Chapter 12
Name
Chapter Test
15 Five friends have 7, 5, 4, 1, and 3 carrot sticks to divide
equally among themselves. Each friend will get carrots.
16 The data set shows the ages of the players of the soccer team.
What is the most common age of the members of the team?
Explain how to find the answer using a dot plot.
Ages of Players (years)

8 11 13 12 14
12 10 11 9 11
I drew a dot plot of the data. The value 11 appears three times,
so the most common age of the soccer players is 11 years old.
17 The swim coach kept a record of the number of raffle tickets

sold by 20 team members. Complete the frequency table by

finding the frequency and the relative frequency.
Number of Raffle Tickets Sold Number of Raffle Tickets Sold

3 5 6 7 7 Number of Relative
Frequency
Tickets Sold Frequency (%)
8 8 8 9 10
1–5 2 10
11 11 12 12 14
6–10 8 40
15 16 19 19 20
11–15 6 30
16–20 4 20

Chapter 12
Name
Chapter Test
18 Coach Joffe is training for a bicycle race by riding each

week. The table shows the distances, in miles, that she rode
each week during the first 7 weeks.
Week 1 2 3 4 5 6 7
Distance (miles) 9 10 8 10 15 19 20
Part A
Coach Joffe set a goal that the mean number of miles
she rides during the 7 weeks is at least 14 miles. Did
Coach Joffe reach her goal? Use words and numbers
to support your answer.
No, Coach Joffe did not reach her goal. Possible explanation: The
mean number of miles she rode during the 7 weeks was 13 miles.
13 is less than 14, so Coach Joffe did not reach her goal.
Part B
Suppose Coach Joffe had ridden 20 miles during week 5
and 21 miles during week 6. Would she have reached her
goal? Use words and numbers to support your answer.

Yes, Coach Joffe would have reached her goal. The new mean
is 14. The mean number of miles she wanted to ride was at
least 14, so Coach Joffe reached her goal.
108
Name Chapter 13
Chapter Test
1 The dot plot shows the number of text messages that

15 students sent during a bus ride.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Number of Text Messages Sent
For numbers 1a–1e, choose Yes or No to indicate

1a. There are two peaks. ● Yes ● No
1b. There are no clusters. ● Yes ● No
1c. There is a gap from 4 to 6. ● Yes ● No
1d. There is a gap from 8 to 11. ● Yes ● No
1e. The modes are 7 and 11. ● Yes ● No
2 The histogram shows the annual snowfall in inches of a

city for the last 28 years. Select the best word(s) to
describe the histogram.
Frequency
zero
The histogram has one peak(s).
two
has
The histogram symmetry.
does not have

Chapter 13
Name
Chapter Test
3 The data set shows the individual scoring totals for the
players on the losing team in the NBA Finals.
Individual Scoring Totals for Losing Team in NBA Finals
0 13 32 11 3 16 0 2 7 8 1 27
7.
1. 12.5
The median is 7.5. The lower quartile is The upper quartile is
1.5. 13.5.
8.5.
2. 14.5.
4 The data set shows the wait times for 12 people who
called customer service.
Wait Times (min)
25 15 14 12 21 18 10 20 20 8 10 7
Find the values of the points on the box plot.
A B C D E
A= 7 B= 10 C = 14.5 D= 20 E = 25
5 The box plot shows the number of points scored in each

game by a football team one season.
6 8 10 12 14 16 18 20 22 24 26 28 30
Points Scored

5a. The range is 22. ● True ● False
5b. The median is 18. ● True ● False
5c. The lower quartile is 10. ● True ● False
5d. The interquartile range is 11. ● True ● False
110
Chapter 13
Name
Chapter Test
6 The data set shows the number of pieces of fruit

Nico eats each week.
Pieces of Fruit Each Week
9 7 6 9 9 10 6
What is the mean number of pieces of fruit

Nico eats each week? 8
What is the mean absolute deviation of the
number of pieces of fruit Nico eats each week?
1.4
Round your answer to the nearest tenth.
7 The numbers of emails Principal Reese received each hour

are 8, 7, 28, 8, 1, 9, 8, and 11. The mean of the data
values is 10 and the median is 8. Which measure of
center better describes the data, the mean or median?
Use words and numbers to support your answer.
the median; Possible explanation: The mean is greater

than 6 of the 8 data values. The median is close in
value to most of the data values.
8 Hamid’s bowling scores were 195, 194, 191, 190, 238,

and 192. Which measure of center best describes Hamid’s
bowling scores?
mean
median
mode
range

Chapter 13
Name
Chapter Test
9 The histogram shows the average number of texts per

day that a family sent in September. What interval(s)
represents the most common average numbers of texts
that the family sent each day?
9
8
7
6
Frequency
5
4
3
2
1
0
11–20 21–30 31–40 41–50 51–60 61–70
The intervals 41–50 and 61–70 represent the most

common average numbers of texts.
10 The dot plot shows the average number of videos watched

per month on a certain video-sharing website by randomly
selected computer users. Select the statements that describe
patterns in the data. Mark all that apply.
50 52 54 56 58 60 62 64 66 68 70
Average Videos Watched Per Month
The mode is 61.

There is a gap from 59 to 60, and from 64 to 66.
There is a cluster from 55 to 56.
There is a cluster from 62 to 68.
112
Chapter 13
Name
Chapter Test
11 The histogram shows the distance of the field goals made by a professional
kicker one season. Describe the patterns in the histogram by completing the chart.
Frequency
1–19 40–49 50+
Identify any Identify any increases Identify any decreases

peaks. across the intervals. across the intervals.
There is a peak 1–19 to 20–29 yards; 20–29 to 30–39 yards;

for 20–29 yards. 40–49 to 50∙ yards 30–39 to 40–49 yards
12 Shanvi collected data on the number of quarters that 13

of her classmates have. Draw a box plot of the data and
use it to find the interquartile range and range.
Number of Quarters
0 5 4 2 3 3 0 1 2 7 5 4 2
0 1 2 3 4 5 6 7 8 9 10
Interquartile range
Range

Chapter 13
Name
Chapter Test
13 The data set shows the number of saves made by a

hockey goalie in the last nine games. Find the mode, the
mean number of saves, and the median number of saves.
Explain which measure best represents the data.
Saves Made
23 28 23 24 24 28 26 28 29
The mean is 25.9, the median is 26, and the mode is 28.
The difference between the mean and the median is 0.1.
The mode is the upper quartile, so it doesn’t represent the
center. The mean or median is the best representation of
the data because about half the numbers are above and
below each.
14 The data set shows the last three math test scores for
Alan, Bella, and Carly.
Math Test Scores
Alan 80 90 100
Bella 80 80 80
Carly 85 85 90
For numbers 14a–14c, choose Yes or No to indicate

whether the statement is correct. © Houghton Mifflin Harcourt Publishing Company
14a. The mean absolute deviation ● Yes ● No

of Bella’s scores is 0.
14b. The mean absolute deviation ● Yes ● No
of Alan’s scores is 0.
14c. The mean absolute deviation of ● Yes ● No
Alan’s scores is greater than the
mean absolute deviation of
Carly’s scores.
114
Name Performance Task 1
Orchestra Outing
Three friends—Kali, Annie, and Xiaoling—go on a trip with their
youth orchestra.
1 The three girls share the cost of the hotel. The bill comes to
$295.48. It includes $13.25 for some food that Annie orders and
$14.00 for cleaning Xiaoling’s uniform. What is the dollar
amount of each girl’s share of the hotel bill? Show your work
and check your answers.
Kali’s share $89.41 Annie’s share $102.66 Xiaoling’s share $103.41
Check students’ work.
2 One night, the girls have dinner at the restaurant in the hotel.
Kali’s meal costs $26.00, and each of Annie’s and Xiaoling’s
meals costs $22.00. The bill comes to $77.00 including the tax.
The tax rate is 10% of the cost of the meals, which means $0.10
for every dollar the meal costs. The girls also want to give their
server a 20% tip, which means $0.20 for every dollar of the bill.
Calculate the amount each girl should pay for her meal, tax,
and tip. Check your work by adding the amounts the girls pay
to make sure the total is $77.00 plus the full tip.

Kali: $34.32; Annie: $29.04; Xiaoling: $29.04
Grade 6 • Performance Task 1 115

Name
3 During their free time the girls go to a gift shop. Annie would
like to buy a box of chocolates that are in the shape of musical
instruments. There are 36 chocolates in the box. She could keep
them all for herself—36 chocolates for 1 person—but she would
like to share them equally with her friends and family. What are
the different ways she could share all the chocolates equally?
Share with 1 person, each getting 18 chocolates. Share with 2 people, each getting
12 chocolates. Share with 3 people, each getting 9 chocolates. Share with 5 people,
each getting 6 chocolates. Share with 8 people, each getting 4 chocolates. Share
with 11 people, each getting 3 chocolates. Share with 17 people, each getting
2 chocolates. Share with 35 people, each getting 1 chocolate.
4 Another box has 24 chocolates. How many ways could all

24 chocolates be shared equally? What is the greatest number
of people who could have an equal share of 24 chocolates OR
36 chocolates? Explain how you found your answers.
7 ways; 12 people; Check students’ explanations.
5 Kali buys 8 postcards for 65¢ each and 8 stamps for 33¢ each. © Houghton Mifflin Harcourt Publishing Company
Use the Distributive Property to write and evaluate two

different expressions to show the total cost of the postcards
and stamps. What is Kali’s total cost?
Possible answer: 8 ∙ 65 ∙ 8 ∙ 33 ∙ 784; 8 ∙ (65 ∙ 33) ∙ 784; Her total cost is $7.84.
116
Performance Task 1
Whole Numbers and Decimals
Orchestra Outing
Content Focus
Compute with positive decimals fluently using a standard algorithmic
approach.
Find the greatest common factor of two whole numbers less than or equal to
100. Use the Distributive Property to express a sum of two whole numbers
from 1 to 100, with a common factor as a multiple of a sum of two whole
numbers with no common factor.
Purpose
To assess the ability to find and use factors, and perform operations with decimals
Time
25–30 minutes
Grouping
Individuals
Materials
• Performance Task, paper, pencil
Preparation Hints
• Before assigning the task, discuss the fact that operations with decimal numbers follow
the same algorithms as operations with whole numbers except that you have to place the
decimal points carefully.
• Review vocabulary, including decimal and factor.
Implementation Notes
• Read the task aloud to students and make sure that all students have a clear
understanding of the task.
• Students may use manipulatives to complete parts 3 and 4.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

Task Summary
Students use addition, subtraction, multiplication, and division of decimal numbers to solve
problems related to money. They find the factors of two numbers and the greatest common
factor of the two numbers. They use the Distributive Property to express a sum of two
whole numbers with a common factor as a multiple of a sum of two whole numbers with no
common factor.
Representation
In this task, teachers can…
• Use money relationships to explain different ways to express the same quantity.
• Remind students that the Distributive Property that they learned with small numbers
works for any addends with a common factor, no matter how large.
Action and Expression

• Allow students to use manipulatives to discover factors (finding different ways to make
equal-size groups out of a given number of counters).
• Encourage students to find a systematic way to identify the factors of a number.
Engagement
• Invite students to talk about how they might calculate tax or tip in a store or restaurant.
• Ask students to think of how the Distributive Property could simplify their calculations in
a given situation.
Expected Student Outcomes

• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Gain practice in applying decimal operations to everyday situations
Scoring
Use the associated Rubric to evaluate each student’s work.
Remediation Options
See the Individual Record Form for remediation options for this Performance Task.
118
Performance Task 1
Performance Task Rubric
ORCHESTRA OUTING
A level 3 response • Indicates that the student has made sense of the task and persevered
• Includes use of appropriate operations and demonstrates fluency
performing all four basic operations with decimals
• Identifies all the factors of two numbers and the greatest common factors
• Includes use of the Distributive Property to write an expression that is a
multiple of a sum of two whole numbers
• Generally includes the use of appropriate operations and demonstrates
fluency performing all four basic operations with decimals
• Identifies most of the factors of two numbers and the greatest
common factor
multiple of a sum of two numbers
A level 1 response • Shows that the student has made sense of at least some components of
the task
• Sometimes includes the use of appropriate operations and demonstrates
fluency performing basic operations with decimals
• Identifies some of the factors of two numbers and the greatest
common factor
multiple of a sum of two simple numbers
A level 0 response • Shows little evidence that the student has made sense of the task
• Reflects little ability to perform operations with decimals
• Identifies few of the factors of two numbers
• Does not recognize when the Distributive Property can be used

• Shows little evidence of addressing the components of the task

Clock Fractions
Avi is learning how to work with fractions, and his little sister is learning
how to tell time. Avi notices that fractions are connected with telling
time on an analog clock.
1 Avi teaches his sister that half an hour goes by when the 11 12
10 2
minute hand moves halfway around the clock. The clock is 9 3
divided into 12 equal parts. How many of the 12 parts are 8 4
equal to half an hour? 6
The clock is also divided into 60 equal parts. How many of the
60 parts are equal to half an hour? 30
Fill in the fractions and the time.
1
= 6 = 30
2 12 60
Half-past twelve means 12: 30 .
Avi explains that “quarter to 12” means one quarter of an hour, or

one fourth of an hour, before 12 o’clock. Write the fractions that are
equivalent to one fourth.
1
= 3 = 15
4 12 60
2 In order to add or subtract fractions, you have to be talking about

the same kinds of equal-size pieces. In other words, the
denominators have to be the same. How can you express one half
and one fourth with the same denominators so they can be
added? How can you add one half and three fourths? How can
you add one half and one sixth? Fill in the correct fractions below.
Check your work by adding the minutes represented by each fraction

of an hour. Make sure the sum in minutes is the same part of an
hour as the fraction.
1 1 3 30
+ 1 = 2 + = min + 15 min = 45 min
2 4 4 4 4
1 3 5 30
+ 3 = 2 + = min + 45 min = 75 min =
2 4 4 4 4
1 hr +
120
Performance Task 1
15 min
1 1 4 30
+ 1 = 3 + = min + 10 min = 40 min
2 6 6 6 6

Name
3 Avi uses the clock to understand how to multiply fractions.

What is one half of one half? One fourth of one half? One
third of one half? Two thirds of one half? Fill in the correct
fractions. Explain how you multiply fractions.
1
× 1 = 1
2 2 4
1
× 1 = 1
4 2 8
1
× = 1
1
3 2 6
2
3 × 2 = 1
1 2 2 1
2 × 3 = 6 = 3
Possible explanation: Multiply the numerators and multiply the denominators.
Then simplify.
4 Avi thinks about how clock fractions can be used for division.
He thinks about what fractions correspond to 45 minutes and
15 minutes on a clock. What is 45 ÷ 15? Write the corresponding
fractions and their quotient. Write the fractions and quotients
corresponding to the other times given below in minutes.
Explain how you divide fractions.
3
45 ÷ 15 = 3 ÷ 41 = 13
4
60 ÷ 30 = 2 1 1 2
÷ =
1 1 2 1
20 ÷ 40 = 2 1 ÷ = 1
2
3 3 2
30 ÷ 10 = 3 1 ÷ = 3
1
2 6 1
Possible explanation: Rewrite as multiplication by using the reciprocal of the
divisor. Then multiply the first fraction and the reciprocal.

5 One minute is 1 of an hour. Suppose you divided an hour into

60
10 equal parts instead of 60. One of those parts would correspond

to 1 of an hour, or 0.1 hour. Numbers with tenths are decimal
10
numbers. Fill in the blanks in the number lines to show the decimals
and fractions. What decimal is equal to 1? 0.25 To 3? 0.75
4 4
0 0.1 0 .2 0.3 0 .4 0 .5 0 .6 0.7 0 .8 0 .9 1.0

0 1 1 1 1 2 3 5 1
6 4 3 2 3 4 6
122
Fractions
Clock Fractions
Content Focus
Use a model to represent division of fractions by fractions.
Compare and order rational numbers in real-world contexts.
Use the greatest common factor and the least common denominator to
compute problems involving fractions.
Purpose
To assess the ability to work with fractions and to identify equivalent fractions and decimals
Time
25–30 minutes
Grouping
Individuals
Materials
• Analog clock (optional)
Preparation Hints
• Before assigning the task, review the idea of a fraction as a number of equal-size pieces.
• Review vocabulary, including numerator, denominator, equivalent fraction, and decimal.

• Students may use manipulatives to complete the task.

Performance
Performance Task Task
2 2
Task Summary
Students compare fractions with denominators of 2, 3, 4, 6, 12, and 60. They add and
subtract fractions with like and unlike denominators and explore patterns in multiplication
and division of fractions. They identify equivalent decimals and fractions on number lines.
Representation
• Activate and supply background knowledge by having students identify fractional parts on
a clock face, including halves, quarters, twelfths, and sixtieths.
• Aid comprehension by having students use number lines to identify equivalent fractions.

• Encourage students to map out a strategy and plan for approaching the task.
• Guide students to set appropriate personal goals for the task, and suggest they conduct
periodic self check-ins to monitor their own progress.
Engagement
• Ask students to discuss the real-world use of fractions in their own lives to increase the
relevance of the task.

• Acquire greater fluency in working with fractions
Scoring
Remediation Options
124
Performance Task 2
CLOCK FRACTIONS
• Correctly identifies equivalent fractions with denominators of 2, 3, 4, 5,
6, and 60
• Shows an ability to add and subtract fractions with like and unlike
denominators with complete accuracy
• Identifies patterns for multiplying and dividing fractions
• Correctly identifies equivalent decimals and fractions between 0 and 1
• Generally identifies equivalent fractions with denominators of 2, 3, 4, 5,
6, and 60
• Shows an ability to add and subtract fractions with like and unlike
denominators with general accuracy
• Identifies patterns for multiplying and dividing fractions
• Correctly identifies most equivalent decimals and fractions between
0 and 1
the task
• Identifies some equivalent fractions with denominators of 2, 3, 4, 5,
6, and 60
• Shows an ability to add and subtract fractions with like denominators but
not with unlike denominators
• Identifies patterns for multiplying fractions but not dividing fractions
• Identifies some equivalent decimals and fractions between 0 and 1
A level 0 response
• Shows little evidence that the student has made sense of the task
• Reflects a lack of understanding of how to identify equivalent fractions
• Shows little ability to do operations with fractions
• Shows little ability to identify equivalent decimals and fractions
124
Negative Numbers through History

The idea of negative numbers was known by the Chinese more than
2,000 years ago, but even as recently as 300 years ago, some mathematicians
thought that the idea of negative numbers was just nonsense. We now
know that negative numbers are very “real” and very useful.
1 The ancient Chinese used counting rods of different colors to

show positive and negative numbers for tasks like banking. One
positive rod would cancel one negative rod. Let a black rod
stand for +1 and a white rod stand for −1. Add the numbers
represented below and draw the answer with rods. Check your
work by writing the numbers below the rods.
+ + + + + + =
5 + 3 + 4
−
+ 3 +
−
5 + − 4 + 2
−
= 4
−
2 Negative numbers were also used in early India and then in the
Islamic world to represent debts (how much one person owes
another). Suppose the table below shows the purchases and
payments that a customer makes at a merchant’s store during
one month. The Balance column shows how many coins the
customer has in his account. The numbers in the Purchase
column are negative because they are subtracted from the
balance. The numbers in the Payment column are positive
because they are added to the balance. The customer starts
with 8 coins in his account at the beginning of the month.
Use the number line to find the balance each day. Adding
a positive number moves the point to the right. Adding a
negative number moves the point to the left. What is the

final balance? What does it mean?
Day Purchase Payment Balance D1
1 8 -10 -8 -6 -4 -2 0 2 4 6 8 10
6 −
13 −
5
8 −
−
5 10 The final balance is −8. The customer owes
11 +15 5 8 coins.
17 − 3 2
21 − −
8 6
22 +10 4
27 − −
12 8
Name
3 A seventeenth-century French mathematician named René

Descartes put together two number lines to make a coordinate
plane. One number line is horizontal, with negative numbers to
the left of 0. The other number line is vertical, with negative
numbers below 0. This system lets you tell the location of any
point in the plane. First tell how far left (−) or right (+) to go,
and then tell how far up (+) or down (−).
First plot these points with black dots.

+9 Then plot the points that are the
+8
same distance from (0, 0) but in the
+6 opposite direction with gray dots.
Write the coordinates of the gray dots.
+4 Connect each pair with a straight line.
(0, −4) ( 0 , 4 )
8 +1 +2 +3 +4 +5 +6 +7 +8 +9 −
7 0
-2 (7, 0) ( , )
-3
-4
-5 (−3, −8) ( 3 , 8 )
-7 −
(−9, 9) ( 9 , 9 )
(6, −2) ( − 6 , 2 )
4 Start at point (−31 , 31 ) and draw a square with sides that are
2 2
5 units long. Each grid square is 1 unit long and 1 unit wide.
Write the coordinates for each of the vertices of the square.
(−31 , 31 )
2 2
11 31
( 2 , 2 )
11 −
11
( 2 , 2 )
−
31 −
11
( 2 , 2 )
-6
126
Performance Task 3
Rational Numbers
Negative Numbers through History

Content Focus
Understand that positive and negative numbers are used 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 and compare
quantities in real-world contexts, explaining the meaning of 0 in each situation.
Understand the integer number system. Recognize opposite signs of numbers
as indicating locations on 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., −(−3) = 3), and that 0 is its
own opposite.
Understand signs of numbers in ordered pairs as indicating locations in
quadrants of the coordinate plane and recognize the relationship when
ordered pairs differ only by signs.
Purpose
To assess the ability to use negative numbers in real-world computations and to plot points
on a four-quadrant coordinate plane
Time
25–30 minutes
Grouping
Individuals
Materials
• Colored rods or counters (optional)

• Straightedge
Preparation Hints
• Before assigning the task, draw a number line on the board and have students practice
doing some simple problems with positive and negative numbers by moving right (+)
and left (−).
• Make sure students know the meanings of the words debt and balance.

Task Summary
Students explore the development of the concept of negative numbers. They use rods of
different colors and a number line to represent positive and negative quantities and model
calculations. They see a four-quadrant coordinate grid as composed of a horizontal number line
and a vertical number line, and they plot points with both positive and negative coordinates.
Representation
• Present negative numbers using manipulatives (colored rods) and/or the number line.
• Discuss the idea of subtracting negative numbers as taking away white rods and
comparing it to a real-world scenario.

• Show students how to use an abacus, another ancient Chinese calculating tool.
• Encourage students to pace themselves as they complete the elements of the task.
Engagement
• Let students play the game Go by marking points on a coordinate grid (find directions
online) or play other coordinate grid games online. © Houghton Mifflin Harcourt Publishing Company
• Discuss the idea of students keeping their own account books to record income (+) and
expenses (−) to increase relevance and interest.

• Gain fluency in working with negative numbers
Scoring
Remediation Options
128
Performance Task 3
NEGATIVE NUMBERS THROUGH HISTORY

• Shows an ability to model situations with positive and negative numbers
• Reflects an understanding of the concept of finding rational numbers on a
number line
• Shows an ability to plot points with positive and negative coordinates on a
four-quadrant coordinate grid
• Shows an ability to model most situations with positive and negative
numbers accurately
• Reflects an understanding of the concept of finding rational numbers on a
number line
four-quadrant coordinate grid
• May contain a minor error derived from correct procedures
A level 1 response • Shows that the student has made sense of some components of the task
• Shows an ability to model situations with positive and negative numbers,
but with multiple errors
• Reflects some confusion about the concept of finding rational numbers
on a number line
four-quadrant coordinate grid with some accuracy
• Shows little ability to model situations with positive and negative numbers
• Shows a lack of understanding of the concept of finding rational numbers
on a number line
• Shows little evidence of accurately plotting points with positive and
negative coordinates on a coordinate grid
• Does not adequately address the elements of the task

Madurodam
Madurodam is a miniature “city” in the Netherlands containing the
“City Centre.” It has replicas of many famous Dutch buildings. They
include “Water World,” a port with model ships and bridges, and
“Innovation Island,” where Dutch creativity is featured.
1 The structures in Madurodam are scale models of real

structures. The scale of Madurodam is 1:25, which means that
the dimensions of the miniature buildings are 1 the size of the
25
dimensions of the real buildings. You can also say that the real
dimensions are 25 times the miniature dimensions.
If a building in Madurodam is 1 foot tall, how tall is the real building? 25 ft
If a windmill in Madurodam is 5 feet tall, how tall is the real windmill? 125 ft
If a street in Madurodam is 8 meters long, how long is the real street? 200 m
If a real-life ship is 75 meters long, how long is the ship in Madurodam? 3m
Fill in the fractions to show the ratios.

length in Madurodam
=1 = 5 ft = 8m = 3m
length in real life 25 125 ft 200 m 75 m
2 If 1 unit in the model is equal to 25 units in real life, what

length in the model is equal to 1 unit in real life?
1 unit in model ÷ 25 unit in model

=
25 units in real life ÷ 25 1 unit in real life
In other words, what decimal number is the same as 1 ? 0.04

25
You can use the fact that 0.04 unit in the model is equal to 1 unit in
real life to solve problems about the size of objects in Madurodam.
130
Performance Task 3
3 The Peace Palace is a famous building in The Hague, a city in the

Netherlands. The tallest tower of the real Peace Palace is 80 meters
tall. How tall is the tower of the miniature Peace Palace? Show
your work. 3.2 m; Check students’ work.

Name
4 Another special building in Madurodam is Nijenrode Castle. Even

the windows were carefully created to scale. If a window in the
real castle is 2.5 feet tall, how tall would it be in the model
castle in feet? In inches? Show your work.
0.1 ft; 1.2 in.; Check students’ work.
5 Madurodam has an airport complete with control tower and

airplanes and even shops, restaurants, and hotels. If a real
Airbus jetliner is 72.7 meters long, how long is a miniature
Airbus in Madurodam, to the nearest 0.1 meter? Show
your work.
about 2.9 m; Check students’ work.
6 There are also miniature people in Madurodam. If a person is

5 feet tall in real life, how tall would the miniature person in
Madurodam be? Give your answer to the nearest tenth of a
foot and the nearest tenth of an inch. Show your work.
0.2 ft and 2.4 in.; Check students’ work.
7 The entrance fee for Madurodam is 15 euros for adults and

10.50 euros for children. One euro is equal to about $1.31.
Use ratios to find the equivalent costs in dollars for adults
and children.
adults: $19.65, children: $13.76; Check students’ work.

Performance Task 4
Ratios and Rates
Madurodam
Content Focus
Write ratios to show the relationships between two quantities
Use ratios to solve real-world problems.
Purpose
To assess the ability to understand the concept of a ratio and to use ratio reasoning to solve
real-world problems
Time
25–30 minutes
Grouping
Individuals
Materials
• Map, measuring instruments (optional)
Preparation Hints
• Before assigning the task, review the concept of ratios. If possible, show a map and ask
students to identify the ratio between distances on the map and distances in real life
(e.g., 1 inch to 10 miles, which is the same as 1 to 633,600 in any units).
• Review vocabulary, including ratio and rate.
132
Performance Task 4
Task Summary
Students learn about the miniature city of Madurodam in Holland that is built on a scale
of 1:25. They learn about ratios as they calculate dimensions in the model and in real life.
They also use ratios to convert euros to dollars.
Representation
• Share background information about the subject of the task to promote perception and
understanding.

• Encourage students to practice time management and pacing as they work through
the task.
Engagement
• Provide encouragement to students and circulate throughout the classroom to promote
effort and persistence.
• Share strategies to reduce anxiety and increase focus such as deep breathing or seated
stretching exercises.

• Recognize ratios in everyday situations and gain skill in working with ratios
Scoring
Remediation Options

Performance Task 4
MADURODAM
• Shows an understanding of ratio as a relationship between two numbers
when one is divided by the other
• Shows an ability to use ratios and rate reasoning correctly to
solve problems
• Shows an ability to express a ratio as a decimal
• Shows an understanding of ratio as a relationship between two numbers
when one is divided by the other
• Shows an ability to use ratios and rate reasoning correctly to solve
most problems
• Shows an ability to express a ratio as a decimal
the task
• Shows some evidence of comprehension that a ratio is a relationship
between two numbers when one is divided by the other
• Shows an ability to use ratios and rate reasoning correctly to solve
some problems
• Does not express a ratio as a decimal
• Shows lack of clarity about the meaning of ratio
• Shows little ability to use ratios and rate reasoning to solve problems
• Does not express a ratio as a decimal

• Does not adequately address the components of the task
• Applies mathematics incorrectly or inappropriately to the situation
134
Clearance Sale
A sporting goods store is having a sale to clear out old merchandise and
make room for new goods. Items are 10% to 90% off.
1 The regular price of a soccer ball is $25. During the sale, it is

20% off. Use equivalent ratios to find x, the amount that is
taken off the regular price.
x= $5 Check students’ work.
Another way to think of it is to take 20% of $25. Write an expression that

means “twenty percent of twenty-five dollars.” Make sure that your expression
matches the value you found for x.
20 ∙ 25; 20 ∙ 25 ∙ 5
100 100
2 a. To find the sale price, subtract from $25 the amount that is
taken off. What is the sale price of the soccer ball?
$25 − discount = $20
b. To save a step, you can just find the percent of $25 that you
have to pay. If 20% is taken off the regular price, what
percent of the regular price do you have to pay?
80 %.
c. Use equivalent ratios to find the sale price, which is that

percent of $25. $20; Check students’ work.
d. Write an expression that means “eighty percent of twenty-

five dollars.” Make sure that the expression is equal to the
sale price you calculated above. 80 ∙ 25; 80 ∙ 25 ∙ 20
100 100
3 The regular price of a softball glove is $80. It is on sale for 40%

off. What is the sale price? Show your work. $48; Check students’ work.

Name
4 A pair of running shoes normally sells for $65. During the sale
the shoes are 25% off. What is the sale price? Show your work.
$48.75; Check students’ work.
5 Shyla buys a $45 sweatshirt at 60% off. What is the sale price?
Show your work.
$18; Check students’ work.
6 Tim would like to buy a 4-person tent. He has $100. He sees a

tent that normally costs $130, now on sale for 30% off. The tax
will be 6% of the sale price. Does Tim have enough money to
buy the tent? Show your work.
Yes, the cost is $96.46. Check students’ work.
136
Performance Task 5
Percents
Clearance Sale
Content Focus
Identify a percent of a quantity as a rate per 100. Solve problems by converting
between fractions, decimals, and percents. Find a whole given a part and
the percent.
I nterpret, model, and use ratios to show the relative sizes of two quantities.
Describe how a ratio shows the relationship between two quantities. Use the
following notations: a/b, a to b, a:b.
Purpose
To assess the ability to calculate and to use percents in a real-world setting
Time
25–30 minutes
Grouping
Individuals
Materials
Preparation Hints
• Before assigning the task, review equivalent ratios.
• Remind students that 20% means “20 out of 100.” In working with money, it means 20¢
out of 100¢, or $0.20 out of every dollar.
• Review vocabulary, including ratio and percent.

Task Summary
Students calculate the price of items using different methods, including finding the amount
of the discount as a percent of the regular price and finding the percent of the regular price
that equals the sale price. They also calculate tax as a percent of the item’s price.
Representation
• Make sure students understand how to translate words into mathematical expressions.

• Remind students to pace themselves and monitor their own progress as they work
through the task.
Engagement
• Connect the task to student’s real-world context to promote interest in the task.
• Provide an opportunity for students to reflect on their performance and their level of
understanding at the end of the task.

• Gain greater confidence in working with percents in real-world situations
Scoring
Remediation Options
See the Individual Record Form for remediation options for this Performance Task. © Houghton Mifflin Harcourt Publishing Company
138
Performance Task 5
CLEARANCE SALE
• Shows a solid grasp of the concept of percent
• Reflects an ability to use ratio reasoning correctly to solve
percent problems
• Reflects an ability to calculate percents correctly
• Reflects an understanding of the concept of percents
• Reflects an ability to use ratio reasoning correctly to solve percent
problems most of the time
• Reflects an ability to calculate percents correctly most of the time
• Addresses most of the elements of the task, using correct
mathematical procedures
• May contain a computational error
• Reflects some understanding of the concept of percent
• Reflects an ability to use ratio reasoning to solve some percent problems
• Reflects an ability to calculate some percents correctly
• Addresses only some of the elements of the task
• May contain several computational errors
• Shows lack of clarity about the concept of percent
• Shows difficulty using ratio reasoning to solve percent problems
• Shows little evidence of calculating percents correctly

• Does not adequately address the elements of the task
• Contains several computational errors or incomplete responses

Decathlon
Roberto is competing in a decathlon, which is an athletic competition
with ten different track and field events.
1 One of the events is the 100-meter dash. One meter is equal to

about 1.09 yards. About how many yards are in 100 meters?
About how many feet are in 100 meters? Show your work.
109 yards; 327 feet; Check students’ work.
2 The best record for the high jump in a decathlon is almost

2.3 meters. What is this height in yards? In feet? Show your
work using conversion factors to find your answers.
Round your answers to the nearest tenth.
2.5 yards; 7.5 feet; Check students’ work.

3 Roberto knows he should drink plenty of water to stay hydrated.
How many cups are in 1 gallon? Show your work.
1 gallon = 4 quarts 1 quart = 4 cups

16 cups; Check students’ work.
140
Name
4 Check your work for part 3 by using these numbers for the
conversion.
1 cup = 8 ounces 1 gallon = 128 ounces

5 In the shot put event, the competitors throw a heavy ball

(the “shot”). For the men’s event, the shot is 7.26 kilograms.
To the nearest pound, what is the weight of the shot in
pounds? Show your work.
1 kilogram ≈ 2.2 pounds

16 pounds; Check students’ work.
6 The javelin is a lightweight spear. The size of the javelin for the
javelin throw is 800 grams. To the nearest ounce, what is the

weight in ounces? In pounds and ounces? Show your work.
1 ounce ≈ 28.3 grams 1 pound = 16 ounces

28 ounces; 1 pound 12 ounces; Check students’ work.

Performance Task 6
Units of Measure
Decathlon
Content Focus
Use ratio and rate reasoning to solve real-world and mathematical problems
Use ratio reasoning to convert measurement units.
Purpose
To assess the ability to use conversion factors and ratio reasoning to convert units of length,
capacity, and weight/mass
Time
25–30 minutes
Grouping
Individuals
Materials
• Measuring instruments for reference (optional)
Preparation Hints
• Before assigning the task, make sure students understand that when they convert units,
there will be more of the smaller units and fewer of the larger units. For example, the
number of inches (the smaller unit) will be greater than the corresponding number of feet
(the larger unit).
• Review vocabulary, including conversion factor and capacity.
142
Performance Task 6
Task Summary
Students use ratio reasoning and conversion factors to convert units of length, capacity, and
weight/mass in both the metric system and the customary system and between systems.
Representation
• Highlight big ideas by illustrating examples of conversion factors and ratio reasoning.

• Engage students in physical action before completing the task by working with measuring
instruments (meter sticks, rulers, measuring cups, beakers, scales) to gain a sense of the
size of units in both the metric system and the customary system.
Engagement
• Ask students to calculate their own height in the metric system prior to beginning the task
to increase relevance and interest.
• Increase mastery by providing specific feedback that encourages perseverance.

• Gain facility in using conversion factors and ratio reasoning to convert units within
and between measurement systems
Scoring
Remediation Options

Performance Task 6
DECATHLON
• Demonstrates understanding of proportions and conversion factors to
convert units within and between the metric and customary systems
• Shows ability to convert units of measure within and between systems
consistently
• Demonstrates understanding of using conversion factors to convert units
within and between the metric and customary systems
most of the time
• Addresses most or all aspects of the task, but may include minor errors
that can be corrected with revision
the task
• Demonstrates some understanding of using conversion factors to convert
units within and between the metric and customary systems
some of the time
• Addresses some aspects of the task, may include some significant errors
• Demonstrates little understanding of using conversion factors to convert
units within and between the metric and customary systems
• Shows inability to convert units of measure within and between systems
144
Bump and Spike

Ron is organizing a volleyball tournament. He doesn’t know all the
factors about the tournament, such as how many teams will enter. He
assigns variables to the factors he doesn’t know and writes expressions
to represent the information.
1 There are three main costs, in dollars, involved in the

tournament:
1) g—rental of the gym, which includes the equipment
2) r—the fee for each of the 4 referees
3) p—prizes for the winning teams
Write an expression that gives the total cost for putting

on the tournament.
g ∙ 4r + p
2 The income for the tournament comes from the fees paid by the
teams. If there are t teams and each team pays d dollars, how
much income will there be?
t ∙d
3 Games will be scheduled continuously over a period of h hours.

Twenty minutes will be allowed for each game, including a
5-minute warm-up period. Write an expression that tells how
many games can be played on each court in h hours. Explain
how you get your expression.
Possible answer: 60 ∙ h ∙ 20; Check students’ explanations.
Write an equivalent expression to tell how many games can be

played on each court in h hours. Explain your answer. Show that
your two expressions are equivalent.
Possible answer: h ∙ 1; Check students’ explanations and work.
3

Name
4 In the tournament, each team will play every other team.

If there are 3 teams—A, B, and C—there are 3 matches:
A vs. B B vs. C
A vs. C
With 4 teams there are 6 matches:
A vs. B B vs. C C vs. D

A vs. C B vs. D
A vs. D
Find the pattern and fill in this chart to show the number of matches
with 2 to 8 teams, if each team plays every other team once.
Number of
2 3 4 5 6 7 8
Teams (n)
Number of
1 3 6 10 15 21 28
Matches
5 The expression that tells the number of matches with n teams is
1 (n2 − n)
2
Evaluate this expression for n = 3, 4, 5, 6, 7, and 8. Make sure your

answers match the numbers in the table.
n= 3 1(32 − 3) ∙ 3
2
n= 4 1(42 − 4) ∙ 6
2
n= 5 1(52 − 5) ∙ 10
2
n= 6 1(62 − 6) ∙ 15
2
n= 7 1(72 − 7) ∙ 21
2
n= 8 1(82 − 8) ∙ 28
2
6 Evaluate the expression to find the number of matches for 10 teams.

1(102 − 10) ∙ 45
n = 10 2
146
Performance Task 7
Algebra: Expressions
Bump and Spike

Content Focus
Perform calculations involving exponents.
Evaluate algebraic expressions and formulas with and without exponents.
Write and use the order of operations to evaluate expressions with one or
more variables to represent real-world situations.
Use the properties of operations to generate equivalent algebraic expressions.
Purpose
To assess the ability to write and evaluate numerical expressions with whole-number
exponents, to write and evaluate algebraic expressions, and to generate equivalent
expressions
Time
25–30 minutes
Grouping
Individuals
Materials
Preparation Hints
• Before assigning the task, explain to students that variables can stand for numbers to
represent situations and that numbers can be substituted for variables to find the value
of expressions.
• Review vocabulary, including term, variable, coefficient, algebraic expression, like terms,
evaluate, base, and exponent.

Task Summary
Students write algebraic expressions to represent situations and find equivalent expressions.
They observe a pattern in a sequence of numbers. Given an expression with an exponent
to describe the sequence, they evaluate the expression for different values.
Representation
• Activate background knowledge by discussing properties for working with numerical
expressions, and helping students apply that knowledge to algebraic expressions.

• Facilitate managing information by encouraging students to see connections between
ideas, allowing them to organize the information.
Engagement
• Vary demands to optimize challenge for more advanced students.
• Provide an opportunity for students to reflect on their performance and their level of
understanding at the end of the task.

• Write expressions to represent situations and evaluate expressions with exponents
Scoring
Remediation Options
148
Performance Task 7
BUMP AND SPIKE

• Demonstrates the use of variables to represent numbers and the ability to
write expressions to solve problems
• Shows application of the properties of operations to evaluate expressions
and generate equivalent expressions
• Shows the ability to accurately evaluate numerical expressions with
whole-number exponents
write expressions to solve problems most of the time
• Includes minor errors applying the properties of operations to evaluate
expressions and generate equivalent expressions
• Shows the ability to evaluate numerical expressions with whole-number
exponents
the task
write some expressions
• Includes significant errors applying the properties of operations to
evaluate expressions and generate equivalent expressions
• Shows the ability to evaluate some numerical expressions with
whole-number exponents
• May demonstrate the use of variables to represent numbers but not the
ability to write expressions to solve problems

• Shows an inability to apply properties of operations to evaluate
expressions and generate equivalent expressions
• Shows a lack of understanding of how to evaluate numerical expressions
with exponents

Brain Teaser
Aerin’s friend Fritz gives her a riddle to solve about the ages of the
people in his family. There are 5 people in Fritz’s family: Mom, Dad, his
sisters Adele and Erika, and Fritz. Here are the clues to the puzzle.
1) Mom is 5 years younger than Dad.

2) Dad is 4 times as old as Fritz.
3) Adele is 4 years old.
4) Fritz’s age plus Adele’s age equals Erika’s age.
5) Mom was 24 when Erika was born.
6) In 9 years, Mom will be twice as old as Erika will be.
All the ages are whole numbers.
1 Aerin knows that she cannot figure out the brain teaser in her
head. She decides to use variables for the unknown ages and
write equations to express the information. She picks out sensible
variables to stand for each person’s age, like M = Mom’s age.
Identify variables to stand for each person’s age now, and write equations
for clues 1 and 2. Show two different ways to write each equation.
Possible answer:
M ∙ mom’s age
D ∙ dad’s age
F ∙ Fritz’s age
A ∙ Adele’s age
E ∙ Erika’s age
clue 1: M ∙ D ∙ 5 or M ∙ 5 ∙ D © Houghton Mifflin Harcourt Publishing Company
clue 2: D ∙ 4F or D ∙ 4 ∙ F
2 Write one equation to combine clues 3 and 4.
F∙4∙E
150
Name
3 Think about clue 5. Write an equation to represent this

information.
Possible answer: E ∙ 24 ∙ M
4 a. Now think about clue 6. Write an expression to tell how old

Mom will be in 9 years.
M∙9
b. How old will Erika be in 9 years?
E∙9
Use these expressions to write an equation for clue 5.
M ∙ 9 ∙ 2(E ∙ 9)
5 Take the expression you found for M in question 3. Substitute

that value for M into your equation in question 4.
(E ∙ 24) ∙ 9 ∙ 2(E ∙ 9)
6 You should now have an equation that looks like this:
(E + 24) + 9 = 2(E + 9)
Use the Associative Property to simplify the left side. E ∙ 33 ∙ 2(E ∙ 9)

Use the Distributive Property to rewrite the right side. E ∙ 33 ∙ 2E ∙ 18
Subtract E from both sides. 33 ∙ E ∙ 18

Subtract 18 from both sides. 15 ∙ E
15
What is E, Erika’s age?
7 Use Erika’s age to find the rest of the ages. (Hint: Use what you
found in question 2 to find Fritz’s age. Then use Fritz’s age to find
Dad’s age. Then use Dad’s age to find Mom’s age.) Look back at
the clues. Make sure the ages you found work in all the clues.
Check student’s work.
Fritz is 11 years old.
Dad is 44 years old.
Mom is 39 years old.
Adele is 4 years old.
Erika is 15 years old.
152
Algebra: Equations and Inequalities
Brain Teaser
Content Focus
Write expressions and equations using one or more variables to represent
real-world situations.
Use the properties of operations to solve equations.
Evaluate expressions for specific values of their variables.
Purpose
To assess the ability to write algebraic expressions and equations to represent situations,
and to use equations to solve problems
Time
25–30 minutes
Grouping
Individuals
Materials
Preparation Hints
• Before assigning the task, have students practice writing algebraic expressions to
represent simple situations, e.g., the number of feet in y yards (3y).
• Review vocabulary, including variable, algebraic expression, evaluate and equation.

Performance
Performance Task Task
8 8
Task Summary
Students assign variables to represent different unknown quantities and write equations
to represent situations. They systematically solve the equations to find answers to the
problem situation, and they check their work by making sure the answers they found fit the
conditions in the problem.
Representation
• Offer alternatives for visual information such as making a number line.

• Enhance capacity for monitoring progress by having students check off steps as they are
successfully completed.
Engagement
• Facilitate personal coping skills and strategies by encouraging students not to be daunted
by the task; suggest that they work through the problem systematically, focusing on what
they know and working step-by-step to find the unknowns.

• Persevere in solving a multi-step problem with multiple equations by breaking it down
into manageable increments
Scoring
Remediation Options
154
Performance Task 8
BRAIN TEASER
• Shows the ability to assign variables for unknowns and set up
equations correctly
• Shows the ability to solve multiple equations to find solutions to problems
• Shows evidence of checking work by substituting values for unknowns
and then evaluating
• Reflects full completion of the task
• Shows the ability to assign variables for unknowns and usually set up
equations correctly
• Shows the ability to solve equations to find solutions to problems
• Reflects some minor calculation errors
• Shows evidence of checking work by substituting values for unknowns
and then evaluating
• Shows an attempt to carry the task to conclusion
A level 1 response • Shows that the student has made sense of at least some components
of the task
• Shows the ability to assign variables for unknowns and sometimes set up
equations correctly
• Shows an attempt to solve equations but makes significant errors
• Lacks evidence of checking carefully
• Lacks evidence of persevering to carry the task to conclusion
• Shows evidence of assigning variables for unknowns but is unsure how to © Houghton Mifflin Harcourt Publishing Company
set up equations
• Reflects major errors in trying to solve equations
• Shows no evidence of checking work to confirm answers
• Shows no evidence of carrying the task to conclusion
154
Bike Hike
Naomi and Juan go for a weekend bike ride on scenic roads.
Juan leaves the starting point first, but Naomi rides faster so she
catches up.
1 Juan rides an average of 9 miles an Juan’s Naomi’s

hour. Fill in the table to show how far Time t
Distance Distance
he goes in 1 hour, 2 hours, and 3 hours. (hours)
(miles) (miles)
Naomi starts from the same place 0 0

after Juan has been riding for 1 hour.
1 9 0
She rides 12 miles an hour. At hour 1
she leaves the starting place. How far 2 18 12
is she at hour 2? At hour 3?
3 27 24
Fill in the chart.
2 Plot the points from the table on the graph. Connect Juan’s points
with a line. Connect Naomi’s points with a different color line.
y
40
35
30
Distance (miles)
25
20
15
10
5
x
0 1 2 3 4
Time (hours)

Name
3 a. At 3 hours, how far is Juan from the starting point? 27 miles

b. How far is Naomi? 24 miles.
c. If you extend the two lines beyond 3 hours, at approximately

what time do they meet? 4 hours
d. How far are the riders from the starting point? 36 miles
4 Look back at the table in part 1. If you extend the table, at

what time are the two riders the same distance from the
starting point? Is this answer close to what you found on the
graph in part 3? What does that point on the graph represent?
at 4 hours; yes; The point represents a distance of 36 miles at 4 hours.
5 Remember that the distance traveled, d, is equal to the speed of

travel, r, times the length of time, t. Write an equation using t to
give S, Juan’s distance from the starting point. Explain your equation.
S ∙ 9t; Check students’ explanations.
6 Naomi’s time on the road is 1 hour less than Juan’s time. Write
an equation using t to give N, Naomi’s distance from the
starting point. Explain your equation.
N ∙ 12(t − 1); Check students’ explanations. © Houghton Mifflin Harcourt Publishing Company
7 To make sure your equations match the results from the graph
and the table in parts 3 and 4, set your two equations equal to
each other, so that Juan’s distance (S) is equal to Naomi’s
distance (N). What value of t makes the two distances equal?
9t ∙ 12(t ∙ 1); t ∙ 4
156
Algebra: Relationships Between Variables
Bike Hike
Content Focus
Represent real-world situations with linear equations and solve them.
Write an equation to represent the relationship between an independent
variable and a dependent variable, and graph the relationship between the
two quantities.
Purpose
To assess the ability to represent and analyze a situation using tables, graphs, and equations
Time
25–30 minutes
Grouping
Individuals
Materials
• Graph paper, straightedge (optional)
Preparation Hints
• Before assigning the task, write a simple linear equation and discuss how it can be
represented with a table or a graph.
• Review vocabulary, including linear equation, independent variable, and dependent variable.
158
Performance Task 9
Task Summary
Students use tables, graphs, and equations to represent a situation. They explore
the relationships between the different modes of representation, and they identify
significant features of each.
Representation
• Help students explore how to customize the display of information to highlight desired
features.

• Support students in developing strategies for approaching problems, and help them
record information in a systematic and sensible way.
Engagement
• Optimize motivation and interest by helping students see how the skills in the task can
apply to their lives (e.g., creating a line graph to display goals over time, such as saving
money or swimming laps, and plotting actual achievements to compare to goals).
• Encourage students to choose valid problem-solving strategies that make the most sense
to them.

• Gain facility in working with different ways to represent information
Scoring
Remediation Options

Performance Task 9
BIKE HIKE
• Includes a graph to represent information presented in a table and
demonstrates understanding of its key features
• Shows the use of expressions and equations to represent situations and
to solve problems
• Demonstrates a solid understanding of how tables, graphs, and equations
are related
• Includes a graph to represent information presented in a table
• Shows the use of expressions and equations to represent situations and
to solve problems most of the time
• Demonstrates an understanding of how tables, graphs, and equations
are related
• May include an incorrect answer derived from a correct procedure
the task
• Includes a somewhat accurate graph of the information presented in
a table
• Shows some use of correct expressions and equations but may not
indicate clarity on using equations to solve problems
• Demonstrates little understanding of how tables, graphs, and equations
are related
• May include an incorrect answer derived from an incorrect procedure
• Shows an inability to represent the information from a table in a graph

• Shows an inability to write expressions or use equations to
solve problems
• Demonstrates a lack of understanding of how tables, graphs, and
equations are related

Chinese Checkers
Makayla learned how to play Chinese checkers and became
interested in the design of the game board. Use this
diagram of the game board to answer the questions.
1 Makayla notices that the game board is made up

of equilateral triangles. She measures one of the
small triangles and finds that the height is 3.3 inches
and the length of one side is 3.8 inches.
To the nearest tenth of a square inch, what is the
area of one of the small equilateral triangles?
Show your work.
6.3 square inches
2 Find a parallelogram made up of small triangles and draw

its perimeter on the game board. Calculate its area using the
formula for the area of a parallelogram. Compare your answer
to the sum of the areas of the triangles in the interior of the
parallelogram. (There may be small rounding errors in all your
calculations.) Show your work.
Possible answer: 3.8 ∙ 3.3 ∙ 12.54 square inches;
6.3 ∙ 6.3 ∙ 12.6 square inches; The areas are close. © Houghton Mifflin Harcourt Publishing Company
3 Find another parallelogram with a different base and a different

height. Calculate its area using the formula for the area of a
parallelogram. Then compare your answer to the sum of the
areas of the triangles in the interior of the parallelogram.
Show your work.
Possible answer: 7.6 ∙ 6.6 ∙ 50.16 square inches;
8 ∙ 6.3 ∙ 50.4 square inches; The areas are close.
160
Name
4 Now find a trapezoid made up of small triangles. Calculate its

area using the formula for the area of a trapezoid and as the
sum of the areas of the triangles in the interior of the
trapezoid. Show your work.
Possible answer: 1(7.6 ∙ 3.8) ∙ 3.3 ∙ 18.81 square inches;
2
6.3 ∙ 6.3 ∙ 6.3 ∙ 18.9 square inches; The areas are close.
5 Find another trapezoid and calculate its area using the formula for
the area of a trapezoid and as the sum of the areas of the triangles
in the interior of the trapezoid. Show your work.
Possible answer: 1(11.4 ∙ 3.8) ∙ 6.6 ∙ 50.16 square inches;
2
6 The inner part of the board is a regular hexagon. What is the

area of the hexagon? How did you find your answer?
Possible answer: 37.8 square inches; The area is the same as the
area of 6 small triangles, so multiply 6.3 square inches by 6.
7 Makayla notices that another way to look at the design is as

two big overlapping triangles. What is the area of one of the
big triangles?
Possible answer: 56.7 square inches
8 To find the area of the whole design, round the area of the big
triangle to 56.5 in.2. Take the area of two big triangles and
subtract the overlapping part (the hexagon, question 6).
Compare to the area of all the small triangles.
Possible answer: 56.5 ∙ 56.5 ∙ 37.8 ∙ 75.2 square inches;
9 Think of a rectangle formed by the four black dots on the

design. What shapes is it made up of? What is its area?
The rectangle is made up of 2 small triangles and 4 halves of
small triangles. Possible answer: 25.2 square inches

Performance Task 10
Area
Chinese Checkers
Content Focus
Divide complex shapes into simple shapes. Use this technique to solve
real-world problems involving area.
Purpose
To assess the ability to recognize that figures are made up of smaller shapes and to find
the area of triangles, quadrilaterals, and other polygons
Time
25–30 minutes
Grouping
Individuals
Materials
• Grid paper, isometric dot paper (optional)
Preparation Hints
• Before assigning the task, review the formula for area of a rectangle. Show how a
rectangle can be divided into two or more triangles.
• Let students draw polygonal figures on the board and show how each one can be
divided into triangles.
• Review vocabulary, including equilateral triangle, parallelogram, trapezoid, and
composite figure.
Implementation Notes © Houghton Mifflin Harcourt Publishing Company
162
Performance Task 10
Task Summary
Students recognize that polygons are made up of triangles and conversely that polygons
can be divided into triangles. They find the area of parallelograms, trapezoids, and hexagons, both
by using the formulas and by finding the sum of the areas of the triangles of which they are
made up of.
Representation
• Highlight relationships by letting students experiment with making polygons on graph
paper and on isometric dot paper. Help them recognize the smaller figures of which larger
figures are made up of and how their areas compare.

• Encourage students to practice time management and pacing as they work through
the task.
Engagement
• Optimize relevance by encouraging students to become more aware of design all around
them and to notice the shapes and patterns in everyday objects.

• Calculate the area of triangles, parallelograms, and trapezoids, and recognize the
relationships among their areas
Scoring
Remediation Options

Performance Task 10
CHINESE CHECKERS
• Demonstrates recognition of how figures can be divided into smaller
shapes and how shapes can be combined to make composite figures
• Indicates an ability to see patterns in shapes and an understanding of the
relationships among shapes
• Addresses all aspects of the task and finds the area of triangles,
quadrilaterals, and other polygons using formulas and by composing and
decomposing shapes
• Usually demonstrates recognition of how figures can be divided
into smaller shapes and how shapes can be combined to make
composite figures
• Addresses most aspects of the task and finds the area of triangles,
quadrilaterals, and other polygons using formulas and by composing and
decomposing shapes
• May contain an incorrect answer derived from a correct procedure
the task
• Demonstrates difficulty in seeing how figures can be divided into
smaller shapes and how shapes can be combined to make
composite figures
• Addresses some aspects of the task and tries to find the area of triangles,
quadrilaterals, and other polygons
• Includes incomplete work and contains errors
• Demonstrates inability to recognize how figures can be divided into
smaller shapes and how shapes can be combined to make composite
figures
• Shows an inability to find the area of triangles, quadrilaterals, and other
polygons
164
Terry’s Workshop
Terry has a workshop where he makes items out of clear plastic.
1 Terry makes stackable plastic trays to hold paper. The diagram

below is a net for one tray. The tray is open on top and in the
front. How many square inches of plastic are needed to make
the tray? Show your work.
221 in.
9 in.
12 in.
SA = 183 square inches
2 Other identical trays can be stacked on top of this one. What is the
volume of one tray, up to the top of the edge? Show your work.
V = 270 cubic inches

3 a. A box for computer paper is approximately 11 feet long,

2
1 foot wide, and 3
foot deep. It holds 2 stacks of computer
4
paper, with 2,500 sheets of paper in each stack. Using
fractions, find the volume of the box. Show your work.
9 cubic feet
V = 8
b. If 2,500 sheets of paper make a stack that is 3 foot (9 in.) tall,
4
how many sheets of paper would fit in one of Terry’s trays?

Round your answer to the nearest 100. Show your work.

Performance Task 10
about 700 sheets

166
Name
4 Terry makes cube-shaped coin banks. Draw a net for a cube that
is 3 inches on each side. Each square represents 1 square inch.
Possible answer:
5 What is the surface area of this cube? What is the volume?
V= 27 cubic inches
6 What are the surface area and volume of a cube-shaped coin

bank that is 6 inches on each side? How many times greater are
the surface area and volume than the surface area and volume
of the 3-inch cube? 4 times and 8 times
V= 216 cubic inches
7 Terry also makes clear solid paperweights with coins, butterflies,

flowers, and other objects enclosed in the plastic. This diagram
is a net of the paperweight. Name the solid shape.
square pyramid
5 in.
8 Find the surface area of the paperweight.
166

Surface Area and Volume
Terry’s Workshop
Content Focus
Use a formula to find the volume of a rectangular prism with fractional edge
lengths.
Use nets to represent three-dimensional figures. Use nets to find the surface
area of prisms and pyramids.
Purpose
To assess the ability to use nets to represent 3-dimensional figures and find their surface
area, and to find the volume of right rectangular prisms
Time
25–30 minutes
Grouping
Individuals
Materials
• Graph paper, stiff paper, straightedge, scissors (optional)
Preparation Hints
• Before assigning the task, give students an opportunity to work with their hands to
understand nets. Let them experiment with cutting and folding stiff paper to see how
3-dimensional figures can be formed from 2-dimensional shapes.
• Review vocabulary, including net, face, edge, vertex, base, prism, pyramid, surface area,
and volume.
168
Performance Task 11
Task Summary
Students use nets to represent 3-dimensional figures and to calculate their surface area.
They find the volume of a rectangular prism with fractional edge lengths. They compare the
surface area and volume of one solid figure with the surface area and volume of a figure
whose dimensions are doubled.
Representation
• Guide students to see that 1-dimensional lines can be bent to form 2-dimensional figures,
and 2-dimensional figures can be bent to form 3-dimensional figures.

• Support students in setting goals for completing the task and monitoring their own
progress.
Engagement
• Encourage students to review and reflect on their performance on the task.
• Optimize individual choice and recruit interest by having students draw nets to represent
objects they would like to create or build.

• Recognize the 3-dimensional solids represented by 2-dimensional nets and calculate
surface area and volume of solids
Scoring
Remediation Options

Performance Task 11
TERRY’S WORKSHOP
• Shows the ability to recognize figures represented by a net and to
draw nets
• Shows the ability to find the volume of a right rectangular prism
• Identifies how changing the dimensions of a figure affects area
and volume
• Shows clear understanding of relationships among 1-, 2-, and
3-dimensional figures
• Shows the ability to recognize figures represented by a net and to draw
nets with minimal errors
• Shows the ability to find the volume of a right rectangular prism
• Identifies how changing the dimensions of a figure affects area
and volume
• May include minor errors in computation
• Shows limited ability to recognize figures represented by a net and draws
nets with errors
• Includes significant errors finding the volume of a right rectangular prism
• Shows an inability to quantify how area and volume are affected by
changing dimensions
• Shows little evidence of recognizing figures represented by nets or
correctly drawing nets

• Shows inability to find the volume of a right rectangular prism
• Shows a lack of understanding of how area and volume are affected
by changing dimensions

Monique’s Survey
Monique is doing a survey to gather data about the 113 students in
her grade. She designs some good questions, conducts the survey,
gathers and organizes the information, makes graphics to display the
information, and tries to analyze the data she has gathered.
1 One of the questions Monique asks is, “How many different

states have you lived in?” She makes tables to record the
information for all the students in the sixth grade and for the
students in her homeroom. Fill in the third and fourth columns
of each table with the numbers. Round to the nearest percent.
Students in the Sixth Grade Students in Monique’s Homeroom
Number Number of Number of Number Number of Number of

% %
of States Students Students of States Students Students
1 53 47% 1 12 52%
2 37 33% 2 8 35%
3 13 12% 3 2 9%
4 6 5% 4 0%
5 3 3% 5 1 4%
6 0% 6 0%
7 0% 7 0%
8 or 8 or
1 1% 0%
more more
170
Name
2 Use the information in the second table to make a dot plot.
1 2 3 4 5 6 7 8
3 a. Find the mean number of states for all the students in the
sixth grade. For the whole grade, the total number of states
rounded to the nearest tenth is:
(1 ∙ 53) ∙ (2 ∙ 37) ∙ (3 ∙ 13) ∙ (4 ∙ 6) ∙ (5 ∙ 3) ∙ (8 ∙ 1) ∙ 213
Mean: 1.9 states
b. Find the total number of states for Monique’s homeroom and

then find the mean. If the student with more than 8 states
had been in Monique’s homeroom, how would it have
affected the mean?
39; 1.7 states; The mean would be higher.
4 Monique also asks, “Are you right-handed or Right- Left-

left-handed?” She creates a frequency table Total
Handed Handed
with the data she gathers. Fill in the missing
numbers and answer the questions. Boys 47 8 55
What percent of the boys are left-handed? Girls 52 6 58

15% Total 99 14 113

What percent of all the students are right-handed girls?
46%
5 If Monique’s homeroom (23 students) is representative of the

whole grade, about how many students in the homeroom would
be left-handed?
about 3 students

Performance Task 12
Data Displays and Measures of Center
Monique’s Survey
Content Focus
Use knowledge about how data is collected and organized to answer
questions about the data.
Use frequency tables and dot plots to organize data.
Summarize a data set using measures of center. Analyze how outliers affect
measures of center.
Purpose
To assess the ability to record, organize, display and analyze data
Time
25–30 minutes
Grouping
Individuals
Materials
Preparation Hints
• Before assigning the task, review with students the characteristics of a statistical
question.
• Review vocabulary, including data, dot plot, frequency table, mean, and outlier.
• If necessary, discuss why the percents in the first table in Problem 1 add up to 101%, and
explain that the percents are rounded to the nearest whole number, which can affect the
total amount slightly.
172
Performance Task 12
Task Summary
Students record numerical data, create a dot plot, calculate means, and compare data. They note
how an outlier affects the mean. They make calculations and draw conclusions from a
frequency table.
Representation
• Help students identify the advantages of each type of data display and determine which
one is most appropriate in a given situation.

• Help build fluency by providing graduated levels of support to students as they prepare
for the task.
Engagement
• Optimize relevance and recruit interest by taking quick polls of the class using questions
similar to the task.

• Gain confidence in organizing and interpreting data and drawing conclusions from the
information
Scoring
Remediation Options

Performance Task 12
MONIQUE’S SURVEY
• Shows an ability to complete frequency tables and draw conclusions
• Reflects an ability to make a dot plot from a frequency table
• Shows an ability to calculate the mean and identify quantitatively how an outlier
affects the mean
• Includes insightful inferences from data
• Shows an ability to complete frequency tables with only minor errors and draw
conclusions
• Reflects the ability to make a dot plot from a frequency table
• Shows an ability to calculate the mean with only minor errors and understands
how an outlier affects the mean
• Includes inferences from data
• Reflects difficulty completing frequency tables and drawing conclusions
• Shows an inability to make a dot plot from a frequency table without significant
errors
• Shows errors when calculating the mean and a lack of understanding of how an
outlier affects the mean
• Includes only simple inferences from data
• Shows an inability to complete a frequency table and to draw conclusions from it
• Shows an inability to make a dot plot

• Shows an inability to calculate the mean and a lack of understanding of how an
outlier affects the mean
• Includes no inferences from data
174
On the Radar
A radar speed machine is set up to record drivers’ speed on a stretch
of road.
1 The table shows the speeds for 20 drivers. Driver Speed (mph) Rank
The third column ranks the speeds from A 42 9
slowest to fastest. Speeds that are the B 47 13
same have the same rank. Use the table
C 38 5
for Problems 1–4.
D 55 19
E 45 10
a. To the nearest mile per hour, what is
the mean speed of the 20 drivers on F 27 2
this stretch of road? Explain how to G 50 17
find the answer. H 48 14
I 48 14
43 miles per hour; Check students’
J 37 4
explanations. K 48 14
L 59 20
M 18 1
N 34 3
O 40 7
P 52 18
b. What would happen to the mean if
Q 39 6
you took away the low outlier from
R 45 10
this set? Calculate the new mean.
S 41 8
The mean would increase. T 46 12
Total 859
44 miles per hour
2 Find the median and the mode of this set of data. Explain how
to find each.
median: 45; mode: 48; Check students’ explanations.

Name
3 What would happen to the median, mode, and range if you

took away the low outlier? Show the new calculations.
median: 45; mode: 48; The range decreases from 41 to 32. Check students’ work.
4 Using the original data set, find the upper

Distance
and lower quartiles and make box plot. Speed
Driver from
(mph)
Mean
A 42 1
0 10 20 30 40 50 60 70 B 47 4
C 38 5
5 a. In the last column of the table, write
the difference between each speed and D 55 12
the mean speed (43 mph). Some are E 45 2
done for you. F 27 16
G 50 7
b. To the nearest whole number, what is
the mean absolute deviation? How did H 48 5
you calculate it? I 48 5
J 37 6
7; Divide the sum of the distances from
K 48 5
the mean, 141, by 20. L 59 16
M 18 25
N 34 9
O 40 3
P 52 9 © Houghton Mifflin Harcourt Publishing Company
Q 39 4
R 45 2
6 Suppose the police put up a radar speed
sign to show drivers their speed as they S 41 2
pass. The speed flashes if it is over the T 46 3
speed limit. If new data are collected, Total 859 141
how will the new box plot differ?
Possible answer: Speeds might decrease, and the box plot might shift to the left.
176
Performance Task 13
Variability and Data Distributions
On the Radar
Content Focus
Use a frequency table to make a box plot to organize and represent data.
Analyze how outliers and changes to the data would affect the measures of center.
Understand what measures of center and variability indicate about a data set.
Summarize a data set by using mean, mode, range and mean absolute deviation.
Purpose
To assess the ability to organize data, find measures of center, make a box plot, and analyze
the information
Time
25–30 minutes
Grouping
Individuals
Materials
• Straightedge (optional)
Preparation Hints
• Before assigning the task, review different types of data displays and what information
each kind of display can highlight.
• Review vocabulary, including range, median, quartiles, and mean absolute deviation.

Task Summary
Students use a data table to find the mean, median, mode, and range. They find the quartiles
and make a box plot, and calculate the mean absolute deviation. They analyze how the data
would be affected by removing an outlier or by other factors.
Representation
• Activate background knowledge by helping students use terms they know to understand
terms in the task they do not know.

• Provide graduated levels of support so that students can proceed with the task without
depending too heavily on guidance.
Engagement
• Provide encouragement to students as they work through the task. For example, if they
are struggling with a question, suggest that they skip it and come back to it later because
they might find something in a later question that will help them.

• Gain confidence in creating and analyzing data displays
Scoring
Remediation Options
178
Performance Task 13
ON THE RADAR
• Contains accurate calculations for the mean, median, mode, and range
• Shows an ability to find the upper and lower quartiles of a data set and
make an accurate box plot
• Includes accurate calculations of the mean absolute deviation
• Contains calculations of the mean, median, mode, range of data set with
only minor errors
• Shows an ability to find the upper and lower quartiles of a data set and
make a generally accurate box plot
• Contains only minor errors in the calculations of the mean absolute
deviation
• Contains errors in calculations of mean, median, mode, range
• Shows difficulty finding the upper and lower quartiles of a data set
and making an accurate box plot
• Includes significant errors in the calculation of the mean absolute
deviation
• Shows an inability to calculate the mean, median, mode, range or find
upper and lower quartiles of a data set
• Shows a lack of understanding of mean absolute deviation

Individual Record Form Name
Prerequisite Skills Inventory

Item Content Focus DOK Record
1 Use the Distributive Property to rewrite an expression. 1
2 Rewrite a number written as product of whole number and a power of ten in 1
standard form.
3 Write a numerical expression to represent a word problem. 2
4 Solve a problem by applying the standard division algorithm. 2
5 Solve a problem by applying the standard division algorithm. 2
6 Compare two decimals to solve a problem. 1
7 Compare two decimals to solve a problem. 1
8 Add decimals to solve a problem. 1
9 Subtract decimals to solve a problem. 1
10 Subtract decimals to solve a problem. 1
11 Multiply a decimal by a whole number to solve a problem. 2
12 Multiply decimals to solve a problem. 2
14 Understand place value when multiplying decimals. 1
15 Understand how to divide a decimal by a power of 10. 1
16 Understand how to divide a whole number by a power of 10. 1
17 Divide whole numbers to solve a problem. 2
18 Divide whole numbers to solve a problem. 2
19 Write an equivalent fraction. 1
20 Add fractions with unlike denominators to solve a problem. 2
21 Add fractions with unlike denominators to solve a problem. 2
22 Understand how to use a visual model to find the product of a whole number 2
anda fraction.
23 Multiply fractions to solve a problem. 2
24 Divide a whole number by a unit fraction to solve a problem. 2
25 Divide a fraction by a whole number to solve a problem. 2
26 Divide a whole number by a unit fraction to solve a problem. 2
27 Use coordinates to represent a point in the first quadrant of the coordinate plane. 1
28 Use coordinates to represent a point in the first quadrant of the coordinate plane. 1
29 Find the distance between two points with the same x-coordinate on the 1
coordinate plane.
30 Convert a measurement in inches to a measurement in feet. 1
180 Grade 6 • Prerequisite Skills Inventory • Individual Record Form

Name Individual Record Form

31 Convert a measurement in inches to a measurement in yards. 1
32 Convert a measurement in cups to a measurement in pints. 1
33 Solve a measurement problem involving customary units of capacity. 2
34 Solve a measurement problem involving customary units of weight. 2
35 Convert a measurement in meters to a measurement in kilometers. 1
36 Convert a measurement in kilograms to a measurement in grams. 1
37 Find the volume of a rectangular prism using multiplication. 1
38 Find the volume of a cube. 1
39 Find the volume of a rectangular prism using a volume formula. 1
40 Find the volume of a rectangular prism using a volume formula. 1
Grade 6 • Prerequisite Skills Inventory • Individual Record Form 181

Beginning-of-Year Test
1 Find the outlier in a data set. 1
2 Divide mixed numbers to solve a multiplicative comparison problem. 2
3 Find the lateral surface area of a square pyramid. 2
4 Write a percent as a decimal. 1
5 Find an unknown dimension involving the area of a trapezoid. 2
6 Solve a one-step equation. 1
7 Convert measurement units. 1
8 Divide a four-digit whole number by a one-digit number to solve a problem. 1
10 Find the mean of a set of values to solve a problem. 2
11 Write an equation using variables to represent a real-world problem. 2
12 Combine like terms in an expression. 1
13 Solve a problem on a coordinate plane. 2
14 Write an inequality to represent a real-world situation. 1
15 Solve a multi-step problem involving mixed numbers. 2
17 Multiply fractions to solve a multiplicative comparison problem. 2
18 Write an ordered pair for a proportional relationship represented by a 1
verbal description.
19 Write an ordered pair for a proportional relationship represented by an equation. 2
20 Understand prime factorization. 1
21 Find an equivalent ratio. 1
22 Find the area of a rectangle. 1
23 Convert a measurement and find the unknown width given the length and 2
area ofa rectangle.
24 Solve a proportional relationship problem. 2
25 Write and evaluate a numerical expression with an exponent. 2
27 Understand unit rate to solve a problem. 2
28 Evaluate a numerical expression with an exponent. 1
29 Understand what makes an inequality true. 1
30 Find the absolute value of a number. 1
182 Grade 6 • Beginning-of-Year Test • Individual Record Form


31 Represent a real-world situation using an integer. 1
32 Analyze a data set given in a table. 2
33 Find the area in a real-world context. 2
34 Find an equation in two variables to represent a relationship in a table. 2
35 Find the area of a parallelogram. 2
36 Find the median of a data set. 1
37 Understand and describe a ratio relationship between two quantities. 2
38 Find a mixed number equivalent to a decimal. 1
39 Solve a problem involving the volume of a right rectangular prism. 2
40 Solve a problem involving a percent of a whole. 2
41 Understand negative numbers. 1
42 Write an inequality for a graph on a number line. 1
43 Find the lower quartile of a data set. 2
44 Find the surface area of a rectangular prism. 2
45 Find the unknown base of a triangle given the area and the height. 2
46 Find the percent equivalent to a decimal. 1
47 Find the interquartile range given a box plot. 1
48 Evaluate an algebraic expression. 1
50 Find the mean absolute deviation of a data set. 2
Grade 6 • Beginning-of-Year Test • Individual Record Form 183

Middle-of-Year Test
verbal description.
area ofa rectangle.
25 Write and evaluate a numerical expression with an exponent. 2
184 Grade 6 • Middle-of-Year Test • Individual Record Form


Grade 6 • Middle-of-Year Test • Individual Record Form 185

End-of-Year Test
verbal description.
area ofa rectangle.
25 Write and evaluate a numerical expression with an exponent. 2 © Houghton Mifflin Harcourt Publishing Company

186 Grade 6 • End-of-Year Test • Individual Record Form


Grade 6 • End-of-Year Test • Individual Record Form 187

Chapter 1 Test
Intervene
with RtI*
Item Lesson Content Focus DOK Tier 1 Lessons
1 1.2 Find prime factors of a number. 1 R–1.2
2 1.3 Find the least common multiple of two whole numbers. 1 R–1.3
3 1.4 Find the greatest common factor of two whole numbers. 1 R–1.4
4 1.2, 1.4 Find prime factors of a number. Find the greatest common factor of two 2 R–1.2, R–1.4
whole numbers.
5 1.1, 1.7 Divide multi-digit numbers and decimals by whole numbers. 2 R–1.1, R–1.7
6 1.5 Add and subtract decimals. 1 R–1.5
7 1.7 Divide decimals by whole numbers. 2 R–1.7
8 1.8 Divide with decimals. 2 R–1.8
9 1.6 Multiply decimals. 2 R–1.6
10 1.1 Divide multi-digit numbers. 2 R–1.1
11 1.6, 1.7 Multiply decimals and divide decimals by whole numbers. 2 R–1.6, R–1.7
12 1.3 Find the least common multiple of two whole numbers. 3 R–1.3
13 1.5, 1.6 Add, subtract, and multiply decimals. 2 R–1.5, R–1.6
*RtI–Response to Intervention
188 Grade 6 • Chapter 1 Test • Individual Record Form

Chapter 2 Test
Intervene
with RtI*
1 2.2 Compare and order fractions and decimals. 2 R–2.2
4 2.1 Convert between fractions and decimals. 1 R–2.1
5 2.1 Convert between fractions and decimals. 1 R–2.1
6 2.4 Simplify fractional factors using the GCF. 2 R–2.4
7 2.3 Multiply fractions. 1 R–2.3
9 2.5, 2.6 Model division of fractions. 2 R–2.5, R–2.6
10 2.7 Model division of mixed numbers. 2 R–2.7
11 2.6 Divide fractions. 1 R–2.7
12 2.7 Divide mixed numbers. 1 R–2.7
15 2.6 Solve problems by dividing fractions. 2 R–2.6
17 2.7 Estimate the quotients of mixed numbers. 2 R–2.7
Grade 6 • Chapter 2 Test • Individual Record Form 189

Chapter 3 Test
Intervene
with RtI*
1 3.1 Use positive and negative numbers to represent real-world quantities. 1 R–3.1
2 3.2 Compare and order integers. 2 R–3.2
3 3.3 Plot rational numbers on a number line. 1 R–3.3
4 3.4 Compare and order rational numbers. 2 R–3.4
5 3.5 Interpret absolute value. 3 R–3.5
6 3.6 Plot ordered pairs of rational numbers. 2 R–3.6
7 3.7 Identify ordered pair relationships. 2 R–3.7
8 3.6, 3.8 Plot ordered pairs of rational numbers. Find horizontal and vertical 2 R–3.6, R–3.8
distance.
9 3.1 Use positive and negative numbers to represent real-world quantities. 1 R–3.1
11 3.3 Plot rational numbers on a number line. 2 R–3.3
12 3.4 Compare and order rational numbers. 1 R–3.4
13 3.5 Interpret absolute value. 2 R–3.5
14 3.6 Plot ordered pairs of rational numbers. 2 R–3.6
16 3.7 Identify ordered pair relationships. 2 R–3.7
190 Grade 6 • Chapter 3 Test • Individual Record Form

Chapter 4 Test
Intervene
with RtI*
1 4.1 Model ratios. 1 R–4.1
2 4.1 Write ratios and rates. 2 R–4.1
3 4.1 Model ratios. 1 R–4.1
5 4.2 Find equivalent ratios. 2 R–4.2
7 4.2 Use tables to find equivalent ratios and use equivalent ratios to 2 R–4.2
compare.
8 4.4 Find the unit rate. 1 R–4.4
10 4.3 Find and use equivalent ratios. 2 R–4.3
12 4.4 Find and compare unit rates. 2 R–4.4
13 4.5 Use unit rates to solve problems. 2 R–4.5
16 4.6 Use a graph to represent equivalent ratios. 2 R–4.6
17 4.6 Use a graph to represent equivalent ratios. 2 R–4.6
18 4.5 Use unit rates to solve problems. 2 R–4.5
19 4.4 Find and compare unit rates. 2 R–4.4
20 4.2, 4.3 Find a table of equivalent ratios. Use equivalent ratios. 2 R–4.2, R–4.3

Chapter 5 Test
Intervene
with RtI*
1 5.1 Use a model to represent a percent. 1 R–5.1
3 5.2 Write fractions and decimals as percents. 2 R–5.2
5 5.2 Write percents as fractions and decimals. 1 R–5.2
9 5.3 Find a percent of a quantity. 2 R–5.3
10 5.3 Find a percent of a quantity to solve a problem. 2 R–5.3
15 5.4 Find the whole given a percent. 2 R–5.4
17 5.4 Find the whole given a percent. 2 R–5.4
19 5.2 Write percents as fractions and decimals. 2 R–5.2

Chapter 6 Test
Intervene
with RtI*
1 6.2 Transform units of mass and weight between measurement systems. 2 R–6.2
2 6.1 Convert units of length within a measurement system. 1 R–6.1
3 6.3 Solve a problem using the distance formula. 2 R–6.3
5 6.2 Transform units between measurement systems. 2 R–6.2
6 6.1 Convert units of capacity within a measurement system. 1 R–6.1
7 6.1 Convert units of length, weight, or capacity within a measurement 2 R–6.1
systemto compare.
8 6.2 Transform units of length between measurement systems. 2 R–6.2
10 6.3 Use a rate to solve a problem. 1 R–6.3
11 6.1 Convert units within a measurement system to solve a problem. 1 R–6.1
12 6.1 Convert units of mass within a measurement system. 2 R–6.1
13 6.3 Use a rate to solve a problem. 3 R–6.3
15 6.1 Convert units of lengths within a measurement system. 1 R–6.1
18 6.1, 6.2 Convert units of length within a measurement system. Transform units 2 R–6.1, R–6.2
between measurement systems.
19 6.1, 6.2 Convert units of length within a measurement system. Transform units 2 R–6.1, R–6.2
between measurement systems.
20 6.1 Convert units of length within a measurement system. 2 R–6.1

Chapter 7 Test
Intervene
with RtI*
1 7.1 Write an expression involving exponents. 1 R–7.1
2 7.3 Write an algebraic expression. 2 R–7.3
4 7.1 Write and evaluate an expression involving exponents. 1 R–7.1
5 7.3 Identify the parts of expressions. 2 R–7.3
6 7.4 Evaluate a formula. 1 R–7.4
7 7.6 Simplify an expression by combining like terms. 1 R–7.6
8 7.2 Use the order of operations to evaluate expressions involving 2 R–7.2
exponents.
9 7.4 Evaluate an algebraic expression. 1 R–7.4
10 7.6 Simplify an algebraic expression by combining like terms. 1 R–7.6
11 7.5 Write and evaluate an algebraic expression to solve a problem. 2 R–7.5
12 7.6 Use properties of operations to write an equivalent expression. 2 R–7.6
13 7.7 Identify equivalent algebraic expressions. 2 R–7.7
14 7.7 Identify equivalent algebraic expressions. 2 R–7.7
16 7.6 Use properties of operations to write equivalent expressions. 2 R–7.6
17 7.6 Use properties of operations to write equivalent expressions. 2 R–7.6
18 7.5 Use variables and an algebraic expression to solve a problem. 2 R–7.5
19 7.5 Use variables and an algebraic expression to solve a problem. 2 R–7.5
20 7.2 Use the order of operations to evaluate expressions involving 2 R–7.2
exponents.

Chapter 8 Test
Intervene
with RtI*
1 8.1 Determine whether a number is a solution of an equation. 2 R–8.1
3 8.2 Write an equation to represent the situation. 2 R–8.2
4 8.2 Write an equation to represent the situation. 2 R–8.2
5 8.3 Write and solve an addition equation. 2 R–8.3
6 8.3 Model and solve an addition equation. 2 R–8.3
7 8.3 Solve an addition equation. 1 R–8.3
8 8.3 Solve addition and subtraction equations. 1 R–8.3
9 8.6 Write and solve an inequality. 2 R–8.6
11 8.4 Model and solve a multiplication equation. 2 R–8.4
12 8.4 Solve a division equation. 3 R–8.4
13 8.4 Solve a multiplication equation. 2 R–8.4
14 8.5 Determine whether a number is a solution of an inequality. 1 R–8.5
15 8.5 Determine whether a number is a solution of an inequality. 1 R–8.5
16 8.6 Write an inequality to represent a situation. 2 R–8.6
17 8.6 Write an inequality to represent a situation. 2 R–8.6
18 8.6 Graph inequalities. 2 R–8.6

Chapter 9 Test
Intervene
with RtI*
1 9.1 Write an equation to represent the relationship between an 2 R–9.1
independentvariable and a dependent variable.
3 9.2 Translate between an equation and a table. 1 R–9.2
5 9.2 Translate between a table and an equation to solve a problem 2 R–9.2
involving arelationship between quantities.
6 9.2 Translate between a table and an equation to solve a problem 2 R–9.2
involving arelationship between quantities.
7 9.3 Graph the relationship between two quantities. 2 R–9.3
10 9.4 Translate between an equation and a graph. 1 R–9.3
11 9.3, 9.4 Graph the relationship between two quantities. Translate between an 2 R–9.3, R–9.4
equation and a graph.
17 9.4 Translate between an equation and a graph. 3 R–9.4

Chapter 10 Test
Intervene
with RtI*
1 10.1 Find the area of a parallelogram. 1 R–10.1
2 10.2 Find the area of a triangle and a rectangle. 2 R–10.2
3 10.2 Find the area of a triangle using a formula. 1 R–10.2
4 10.2 Find the area of a triangle using a formula. 2 R–10.2
5 10.4 Find the area of composite figures by breaking apart the figure into 2 R–10.4
twoor more simpler figures.
6 10.3 Find the area of a trapezoid using a formula. 1 R–10.3
7 10.4 Find areas of regular polygons by using triangles. 2 R–10.4
8 10.3 Find the area of a trapezoid using a formula. 1 R–10.3
9 10.4 Find areas of regular polygons by using triangles. 2 R–10.4
10 10.4 Find the area of composite figures by breaking apart the figure into 2 R–10.4
twoor more simpler figures.
11 10.5 Plot points on a coordinate plane to form a figure and find a side 2 R–10.5
length.
12 10.5 Plot points on a coordinate plane to form a figure and find the area. 2 R–10.5
13 10.2 Find the area of a triangle and a parallelogram. 2 R–10.2
14 10.1 Use the base and area of a parallelogram to find the unknown height. 2 R–10.1
15 10.5 Plot points on a coordinate plane to form a figure and solve problems. 2 R–10.5

Chapter 11 Test
Intervene
with RtI*
1 11.1 Represent the faces of a rectangular prism. 1 R–11.1
2 11.2 Find the surface area of a rectangular prism. 2 R–11.2
3 11.3 Find the volume of a prism filled with cubes with fractional edge 2 R–11.3
lengths.
4 11.2 Write an expression to find the surface area of a pyramid. 2 R–11.2
5 11.2 Find the surface area and lateral area of a pyramid. 2 R–11.2
7 11.3 Find the volume of a rectangular prism with fractional edge lengths. 2 R–11.3
9 11.3 Find the volume of a rectangular prism with fractional edge lengths. 2 R–11.3
10 11.2 Use a net to find the surface area of a prism. 2 R–11.2
11 11.2, 11.3 Identify appropriate uses of area, volume, and surface area. 2 R–11.2, R–11.3
12 11.3 Find the relationship between the volume and the edge 2 R–11.3
lengths ofrectangular prisms with fractional edge lengths.
15 11.3 Find the unknown dimensions and volume of rectangular prisms. 1 R–11.3
16 11.1 Represent the faces of a cube. 1 R–11.1
17 11.1 Use a net to represent a three-dimensional figure. 2 R–11.1

Chapter 12 Test
Intervene
with RtI*
1 12.6 Find the mode of a data set. 1 R–12.6
2 12.1 Identify a statistical question. 2 R–12.1
3 12.2 Describe how a data set was collected. 2 R–12.2
4 12.7 Describe how the outlier affects the measures of center. 2 R–12.7
5 12.3 Use a dot plot to display data. 1 R–12.3
6 12.6 Describe a data set using the mean, median, and mode. 1 R–12.6
7 12.5 Find and use the mean. 2 R–12.5
8 12.4 Use histograms to display data. 2 R–12.4
9 12.3 Interpret a dot plot. 2 R–12.3
10 12.6 Find the mode of a data set. 1 R–12.6
11 12.7 Describe how the outlier affects the measures of center. 2 R–12.7
12 12.3 Interpret a frequency table. 2 R–12.3
13 12.2 Describe how a data set was collected. 1 R–12.2
14 12.1 Identify statistical questions. 2 R–12.1
15 12.5 Find the mean. 1 R–12.5
16 12.3 Describe a dot plot for data set. 2 R–12.3
17 12.3 Use a frequency table to display data. 2 R–12.3
18 12.6 Describe a set of data using the mean, median, and mode. 2 R–12.6

Chapter 13 Test
Intervene
with RtI*
1 13.5 Describe the distribution of a data set shown in a dot plot. 2 R–13.5
2 13.5 Describe the distribution of a data set shown in a histogram. 2 R–13.5
3 13.1 Describe how to use a box plot to display data. 2 R–13.1
4 13.1 Use a box plot to display data. 1 R–13.1
5 13.3 Summarize a data set using range and interquartile range. 1 R–13.3
6 13.2 Calculate the mean absolute deviation of a data set. 2 R–13.2
7 13.4 Choose an appropriate measure of center of a data set. 2 R–13.4
8 13.4 Choose an appropriate measure of center of a data set. 2 R–13.4
10 13.5 Describe the distribution of a data set shown in a dot plot. 2 R–13.5
12 13.1, 13.3 Use box plots to display data. Summarize a data set using range and 1 R–13.1, R–13.3
interquartile range.
13 13.4 Apply appropriate measures of center and variability to 2 R–13.4
describe adata set.
14 13.2 Calculate the mean absolute deviation of a data set. 2 R–13.2

Performance Task 1
Intervene
Item Lesson Content Focus DOK With Record
1 1.5, 1.7 Add and subtract decimals. Divide decimals by whole numbers. 2 R–1.5
R–1.7
2 1.5, 1.6 Add and multiply decimals. 2 R–1.5
R–1.6
3 1.2 Understand divisibility and factors. 2 R–1.2
4 1.2, 1.4 Understand divisibility and factors. Understand and find the 3 R–1.2
greatestcommon factor. R–1.4
5 1.4 Use the Distributive Property to express a sum as a product. 2 R–1.4
Key: R–Reteach
Grade 6 • Performance Task 1 • Individual Record Form 201

Performance Task 2
Intervene
1 2.1 Write equivalent fractions. 1 R–2.1
2 2.2 Understand common denominators to add fractions. 1 R–2.2
5 2.1, 2.2 Write fractions as decimals. Compare and order fractions. 2 R–2.1
R–2.2
Key: R–Reteach
202 Grade 6 • Performance Task 2 • Individual Record Form

Performance Task 3
Intervene
1 3.1 Understand positive and negative 2 R–3.1
numbers.
2 3.1 Understand positive and negative 2 R–3.1
numbers.
3 3.6, 3.7 Plot ordered pairs with rational number coordinates on a 2 R–3.6
coordinateplane. Understand ordered pair relationships. R–3.7
4 3.7, 3.8 Understand ordered pair relationships and distance on the 2 R–3.7
coordinate plane. R–3.8
Key: R–Reteach
Grade 6 • Performance Task 3 • Individual Record Form 3

Performance Task 4
Intervene
1 4.2 Use equivalent ratios to find unknown values. 2 R–3.2
Key: R–Reteach

Performance Task 5
Intervene
1 4.2, 5.3 Use equivalent ratios to find unknown values. Find the 2 R–4.2
percent ofa quantity. R–5.3
2 4.2, 5.3 Use equivalent ratios to find unknown values. Find the 2 R–4.2
percent ofa quantity. R–5.3
3 5.3 Find the percent of a quantity. 2 R–5.3
Key: R–Reteach
Grade 6 • Performance Task 205 • Individual Record 205

Form
Performance Task 6
Intervene
1 6.2 Transform measurements between measurement systems. 2 R–6.2
2 6.2 Transform measurements between measurement systems 2 R–6.2
3 6.1 Convert measurements within a measurement system. 1 R–6.1
4 6.1 Convert measurements within a measurement system. 1 R–6.1
Key: R–Reteach

Performance Task 7
Intervene
1 7.3 Write algebraic expressions. 2 R–7.3
2 7.3 Write algebraic expressions. 2 R–7.3
3 7.3, 7.6 Write algebraic expressions and equivalent expressions. 3 R–7.3
R–7.6
4 7.1 Find a pattern involving exponents. 2 R–7.1
5 7.2 Evaluate expressions involving exponents. 1 R–7.2
6 7.2 Evaluate expressions involving exponents. 1 R–7.2
Key: R–Reteach

Form
Performance Task 8
Intervene
1 8.2 Write equations to represent situations. 2 R–8.2
6 8.3, 8.4 Solve equations. 2 R–8.3
R–8.4
7 8.3, 8.4 Solve equations. 2 R–8.3
R–8.4
Key: R–Reteach

Performance Task 9
Intervene
1 9.2 Represent a relationship in a table. 2 R–9.2
2 9.3 Use a table of values to graph a relationship. 2 R–9.3
3 9.3 Use a graph of a relationship. 2 R–9.3
4 9.3 Use a graph of a relationship. 2 R–9.3
independent variable and dependent variable.
independent variable and dependent variable.
7 9.3, 9.4 Use a graph of a relationship. Understand the relationship 2 R–9.3
betweenequations and graphs of relationships. R–9.4
Key: R–Reteach

Form
Performance Task 10
Intervene
1 10.2 Find the area of a triangle. 1 R–10.2
4 10.3 Find the area of a trapezoid. 2 R–10.3
5 10.3 Find the area of a trapezoid. 2 R–10.3
6 10.4 Find the area of a regular polygon. 2 R–10.4
7 10.4 Find the area of a triangle as a composite figure. 2 R–10.4
8 10.4 Find the area of a composite figure. 2 R–10.4
9 10.4 Find the area of a rectangle as a composite figure. 2 R–10.4
Key: R–Reteach

Performance Task 11
Intervene
1 11.2 Use a net to find the surface area. 2 R–11.2
2 11.3 Find the volume of a rectangular prism. 2 R–11.3
3 11.3 Find the volume of a rectangular prism. 2 R–11.3
4 11.1 Draw a net of a cube. 2 R–11.1
5 11.2, 11.3 Find the surface area and volume of a cube. 1 R–11.2
R–11.3
6 11.2, 11.3 Find the surface area and volume of a cube. 1 R–11.2
R–11.3
7 11.1 Understand the relationship between three-dimensional 2 R–11.1
figuresand nets.
8 11.2 Use a net to find the surface area. 2 R–11.2
Key: R–Reteach

Form
Performance Task 12
Intervene
1 12.2, 12.3 Understand data collection and frequency tables. 1 R–12.2
R–12.3
2 12.3 Use a dot plot to display data. 1 R–12.3
3a 12.6, 12.7 Find the mean. 2 R–12.6
3b Understand the effect of outliers. R–12.7
4 12.2, 12.3 Understand data collection and how to find relative frequency. 2 R–12.2
R–12.3
5 12.2, 12.3 Understand data collection and make inferences. 3 R–12.2
R–12.3
Key: R–Reteach

Performance Task 13
Intervene
1a 12.6, 12.7 Find the mean. 2 R–12.6
1b Understand the effect of outliers and find the mean. R–12.7
2 12.6 Find the mean, median, and mode. 2 R–12.6
3 12.6, 12.7 Understand the effect of outliers and find the median and mode. 2 R–12.6
R–12.7
4 13.1 Make a box plot to display data. 2 R–13.1
5a 13.2 Find the distances from the mean. 1 R–13.2
5b Find the mean average deviation.
6 13.1 Describe a box plot. 3 R–13.1
Key: R–Reteach

Form
Correlations
Standard Test and Item Number
Fluently divide multi-digit numbers using the standard algorithm. Chapter 1 Test: 5, 10
Beginning-of-Year Test: 8
Middle-of-Year Test: 8
End-of-Year Test: 8
Find the greatest common factor of two whole numbers less than or Chapter 1 Test: 1–4, 12
equal to100 and the least common multiple of two whole numbers less Chapter 2 Test: 6
than or equalto 12. Use the distributive property to express a sum of two Beginning-of-Year Test: 20
whole numbers 1–100 with a common factor as a multiple of a sum of Middle-of-Year Test: 20
two whole numbers with no common factor. End-of-Year Test: 20
Fluently add, subtract, multiply, and divide multi-digit decimals using the Chapter 1 Test: 5–9, 11, 13
standard algorithm for each operation. Beginning-of-Year Test: 9
End-of-Year Test: 9
Understand a rational number as a point on the number line. Extend number Chapter 2 Test: 4, 5
line diagrams and coordinate axes familiar from previous grades to Chapter 3 Test: 3, 11
represent points on the line and in the plane with negative number Beginning-of-Year Test: 38, 41
coordinates. Middle-of-Year Test: 38, 41
End-of-Year Test: 38, 41
Find and position integers and other rational numbers on a horizontal or Chapter 2 Test: 4, 5
vertical number line diagram; find and position pairs of integers and Chapter 3 Test: 3, 11
otherrational numbers on a coordinate plane. Beginning-of-Year Test: 41
End-of-Year Test: 41
Understand ordering and absolute value of rational numbers. Chapter 2 Test: 1–3
Interpret and compute quotients of fractions, and solve word Chapter 2 Test: 7–18
problems involving division of fractions by fractions, e.g., by using Beginning-of-Year Test: 2, 15, 17
visual fractionmodels and equations to represent the problem. Middle-of-Year Test: 2, 15, 17
End-of-Year Test: 2, 15, 17
Understand that positive and negative numbers are used together to Chapter 3 Test: 1, 9
describequantities having opposite directions or values (e.g., temperature Beginning-of-Year Test: 31 © Houghton Mifflin Harcourt Publishing Company
above/below zero, elevation above/below sea level, credits/debits, Middle-of-Year Test: 31
positive/negative End-of-Year Test: 31
electric charge); use positive and negative numbers to represent
quantitiesin real-world contexts, explaining the meaning of 0 in each
situation.
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., −(−3) = 3, and that 0 is its
own opposite.
Interpret statements of inequality as statements about the relative Chapter 3 Test: 2, 4, 10, 12, 15
positionof two numbers on a number line diagram.
Write, interpret, and explain statements of order for rational Chapter 3 Test: 2, 10, 15
numbers inreal-world contexts.
214 Grade 6 • Correlations

Understand the absolute value of a rational number as its distance Chapter 3 Test: 5, 13
from 0 on the number line; interpret absolute value as magnitude for Beginning-of-Year Test: 30
a positiveor negative quantity in a real-world situation. Middle-of-Year Test: 30
Distinguish comparisons of absolute value from statements about order.
Understand signs of numbers in ordered pairs as indicating locations Chapter 3 Test: 6–8, 14, 16
in quadrants of the coordinate plane; recognize that when two ordered
pairsdiffer only by signs, the locations of the points are related by
reflections across one or both axes.
Solve real-world and mathematical problems by graphing points in Chapter 3 Test: 8
all four quadrants of the coordinate plane. Include use of coordinates Beginning-of-Year Test: 13
and absolute value to find distances between points with the same first Middle-of-Year Test: 13
coordinate or thesame second coordinate. End-of-Year Test: 13
Understand the concept of a ratio and use ratio language to describe a Chapter 4 Test: 1, 3
ratiorelationship between two quantities.
Understand the concept of a unit rate a/b associated with a ratio Chapter 4 Test: 2, 4
a:b with b ≠ 0, and use rate language in the context of a ratio Beginning-of-Year Test: 37
relationship. Middle-of-Year Test: 37
Make tables of equivalent ratios relating quantities with whole- Chapter 4 Test: 5, 7, 9, 11, 16, 17, 20
number measurements, find missing values in the tables, and plot the Beginning-of-Year Test: 21
pairs of valueson the coordinate plane. Use tables to compare ratios. Middle-of-Year Test: 21
Use ratio and rate reasoning to solve real-world and mathematical Chapter 4 Test: 10, 14, 15, 20
problems,e.g., by reasoning about tables of equivalent ratios, tape Chapter 6 Test: 3, 4, 10, 16, 17
diagrams, double number line diagrams, or equations. Beginning-of-Year Test: 24
Solve unit rate problems including those involving unit Chapter 4 Test: 8, 12, 13, 18, 19
pricing andconstant speed. Beginning-of-Year Test: 27
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity Chapter 5 Test: 1–20
means30/100 times the quantity); solve problems involving finding the Beginning-of-Year Test: 4, 49
whole, givena part and the percent. Middle-of-Year Test: 4, 40, 46, 49
End-of-Year Test: 4, 40, 46, 49
Use ratio reasoning to convert measurement units; manipulate and Chapter 6 Test: 1, 2, 5–9, 11–15, 18–20
transformunits appropriately when multiplying or dividing quantities. Beginning-of-Year Test: 7, 16, 23, 26
Middle-of-Year Test: 7, 16, 23. 26
End-of-Year Test: 7, 16, 23. 26
Write and evaluate numerical expressions involving whole-number Chapter 7 Test: 1, 4, 8, 20
exponents. Beginning-of-Year Test: 25, 28
Middle-of-Year Test: 25, 28
Grade 6 • Correlations 215

Write expressions that record operations with numbers and with letters Chapter 7 Test: 2, 3, 9, 15
standing for numbers.
Identify parts of an expression using mathematical terms (sum, term, Chapter 7 Test: 5
product,factor, quotient, coefficient); view one or more parts of an
expression as a single entity.
Evaluate expressions at specific values of their variables. Include Chapter 7 Test: 6, 9
expressionsthat arise from formulas used in real-world problems. Beginning-of-Year Test: 48
Perform arithmetic operations, including those involving whole-number Middle-of-Year Test: 48
exponents, in the conventional order when there are no parentheses to End-of-Year Test: 48
specify a particular order (Order of Operations).
Write, read, and evaluate expressions in which letters stand for numbers. Chapter 7 Test: 11, 18, 19
Apply the properties of operations to generate equivalent expressions. Chapter 7 Test: 7, 10, 12, 16, 17
Identify when two expressions are equivalent (i.e., when the two Chapter 7 Test: 13, 14
expressionsname the same number regardless of which value is
substituted into them).
Understand solving an equation or inequality as a process of Chapter 8 Test: 1, 2, 10, 14, 15
answering a question: which values from a specified set, if any, make Beginning-of-Year Test: 29
the equation or inequality true? Use substitution to determine Middle-of-Year Test: 29
whether a given number in aspecified set makes an equation or End-of-Year Test: 29
inequality true.
Use variables to represent numbers and write expressions when solving Chapter 8 Test: 3, 4
a
real-world or mathematical problem; understand that a variable can
representan unknown number, or, depending on the purpose at hand, any
number in aspecified set.
Solve real-world and mathematical problems by writing and solving Chapter 8 Test: 5–8, 11–13
equationsof the form x + p = q and px = q for cases in which p, q and x Beginning-of-Year Test: 6
are all nonnegative rational numbers. Middle-of-Year Test: 6
End-of-Year Test: 6 © Houghton Mifflin Harcourt Publishing Company
Write an inequality of the form x > c or x < c to represent a Chapter 8 Test: 9, 16–18
constraintor condition in a real-world or mathematical problem. Beginning-of-Year Test: 14, 42
Recognize that inequalities of the form x > c or x < c have Middle-of-Year Test: 14, 42
infinitely many solutions; represent solutions of such inequalities End-of-Year Test: 14, 42
on number line diagrams.
Use variables to represent two quantities in a real-world problem that Chapter 9 Test: 1–17
change in relationship to one another; write an equation to express one Beginning-of-Year Test: 11, 18, 19, 34
quantity, thought of as the dependent variable, in terms of the other Middle-of-Year Test: 11, 18, 19, 34
quantity,thought of as the independent variable. Analyze the End-of-Year Test: 11, 18, 19, 34
relationship between thedependent and independent variables using
graphs and tables, and relate
these to the equation. For example, in a problem involving motion at
constantspeed, list and graph ordered pairs of distances and times, and
write the equation d = 65t to represent the relationship between distance
and time.
Find the area of right triangles, other triangles, special quadrilaterals, Chapter 10 Test: 1–10, 13, 14
and polygons by composing into rectangles or decomposing into Beginning-of-Year Test: 5, 22,33, 35
triangles and other shapes; apply these techniques in the context of Middle-of-Year Test: 5, 22, 33, 35, 45
solving real-world andmathematical problems. End-of-Year Test: 5, 22, 33, 35, 45

Draw polygons in the coordinate plane given coordinates for the Chapter 10 Test: 11, 12, 15
vertices; use coordinates to find the length of a side joining points with
the same firstcoordinate or the same second coordinate. Apply these
techniques in the context of solving real-world and mathematical
problems.
Represent three-dimensional figures using nets made up of Chapter 11 Test: 1, 2, 4–6, 8, 10, 11, 13, 14,
rectanglesand triangles, and use the nets to find the surface area 16, 17
of these figures.Apply these techniques in the context of solving Beginning-of-Year Test: 3, 44
real-world and mathematical problems. Middle-of-Year Test: 3, 44
Find the volume of a right rectangular prism with fractional edge Chapter 11 Test: 3, 7, 9, 11, 12, 15
lengths by packing it with unit cubes of the appropriate unit fraction Beginning-of-Year Test: 39
edge lengths,and show that the volume is the same as would be Middle-of-Year Test: 39
found by multiplying the edge lengths of the prism. Apply the formulas End-of-Year Test: 39
V = l w h and V = b h tofind volumes of right rectangular prisms with
fractional edge lengths in thecontext of solving real-world and
mathematical problems.
Recognize a statistical question as one that anticipates variability in Chapter 12 Test: 2, 14
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 studentsin my school?” is a statistical question because one
anticipates variability instudents’ ages.
Summarize numerical data sets in relation to their context, such as Chapter 12 Test: 3, 13
by:Reporting the number of observations. Describing the nature of Beginning-of-Year Test: 32
the attribute under investigation, including how it was measured Middle-of-Year Test: 32
and its units of measurement. End-of-Year Test: 32
Display numerical data in plots on a number line, including dot plots, Chapter 12 Test: 5, 8, 9, 12, 16
histograms, and box plots. Chapter 13 Test: 3, 4, 12
Summarize numerical data sets in relation to their context, such as by: Chapter 12 Test: 1, 4, 6, 7, 10, 11, 15, 18
Giving quantitative measures of center (median and/or mean) and Chapter 13 Test: 5, 6, 12, 14
variability(interquartile range and/or mean absolute deviation), as Beginning-of-Year Test: 1, 10, 36, 43, 47,
well as describing any overall pattern and any striking deviations from 50
the overall pattern withreference to the context in which the data were Middle-of-Year Test: 1, 10, 36, 43, 47, 50
gathered. End-of-Year Test: 1, 10, 36, 43, 47, 50
Recognize that a measure of center for a numerical data set Chapter 12 Test: 1, 6, 10, 18
summarizes allof its values with a single number, while a measure of Chapter 13 Test: 5, 12
variation describes how its values vary with a single number. Beginning-of-Year Test: 36
Summarize numerical data sets in relation to their context, such as Chapter 13 Test: 7, 8, 13
by: Relating the choice of measures of center and variability to the
shape ofthe data distribution and the context in which the data
were gathered.

Summarize numerical data sets in relation to their context, such as by: Chapter 13 Test: 1, 2, 9–11
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. Relating the
choice of measures of center and variability to the shape of the data
distribution andthe context in which the data were gathered.
Understand that a set of data collected to answer a statistical question Chapter 13 Test: 1, 2, 9–11
has adistribution which can be described by its center, spread, and overall
shape.

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Assessment

Data-Driven Decision Making ..........................................................................................................................................ix

Portfolio Assessment ........................................................................................................................................................xi

Prerequisite Skills Inventory ............................................................................................................................................ 1

Beginning-of-Year Test ............................................................................................................................................. 7

Middle-of-Year Test ...........................................................................................................................................................17

End-of-Year Test ................................................................................................................................................................27

Performance Tasks......................................................................................................................................................... 115

Individual Record Forms ............................................................................................................................................... 180

Correlations ..................................................................................................................................................................... 214

Grade 6 • Table of Contents iii

Beginning-of-Year Test ............................................. 7 Chapter 12 Test . . . . . . . . . . . . . . . . . . 103

Chapter 3 Test ............................................................... 49 Task 7 . . . . . . . . . . . . . . . . . . . . . . . . . 145

Individual Record Form..................... 190 Task 8 . . . . . . . . . . . . . . . . . . . . . . . . . 150

Chapter 5 Test ............................................................... 61 Task 12 . . . . . . . . . . . . . . . . . . . . . . . . 170

Individual Record Form..................... 192 Task 13 . . . . . . . . . . . . . . . . . . . . . . . . 175

Chapter 7 Test ............................................................... 73

Chapter 8 Test ............................................................... 79

Chapter 9 Test ............................................................... 85

Chapter 10 Test ............................................................... 91

There are three types of assessments in Go Math:

Grade 6 • Overview of Go Math Assessment v

Print Options for Course-Level Assessments:

Beginning-of-Year Test in this Assessment Guide covers the previous

Middle-of-Year Test in this Assessment Guide covers the standards taught in

Grade 6 • Chapter-Level Assessment vii

© Houghton Mifflin Harcourt Publishing Company

Intervention and Review Resources

Using Individual Record Forms

Grade 6 • Data-Driven Decision Making ix

Activity Topics Covered Administer After Teaching

© Houghton Mifflin Harcourt Publishing Company

comparison with other portfolios.

Grade 6 • Portfolio Assessment xi

Write the correct answer.

1 Rodrigo placed 3 large stickers on 4 There are 384 students signed up

baseball cards Greg has in all. green ribbon

Grade 6 • Prerequisite Skills Inventory 1

Palo’s driveway $15.89

8 Ben wrote this expression. 11 A class of 18 students is making

9 Victor has a block of wood 12 Beth bought an 8.5-pound bag

© Houghton Mifflin Harcourt Publishing Company

13 If gasoline costs $3.96 per gallon, 17 There are 69 kilograms of green

14 Sumaya is multiplying 0.7 by 0.003.

15 Neil used mental math to find 14.6 inches

Grade 6 • Prerequisite Skills Inventory 3

21 How much greater is 6 than 3? 25 There is only 3 cup of ice cream

26 Martin has 5 inches of yarn to use

23 A driveway is1 52 kilometer long.

27 What ordered pair describes the

(4, 3) 33 Tamara bought one quart of juice.

Grade 6 • Prerequisite Skills Inventory 5

39 Ben is using a box to pack old

4.3 kilometers 2 cubic feet

36 Andrew has 6.5 kilograms of 40 The area of the base of a

37 Maria built this figure.

Multiply to find the volume

Choose the correct answer.

2 It takes Kasey 12 hours to bike the 5 A skateboard park is in the shape of

3 A square pyramid has a base with a

faces with heights of 3 feet. What is

Grade 6 • Beginning-of-Year Test 7

6 Cameron swam 32 miles last month. 8 The concession stand at a