Name: ________________________ Class: ___________________ Date: __________ ID: A

WORKSHEET

Find the quotient.

5 6
____ 1. 
6 7

5 35 7 1
a. b. c. d. 1
7 36 5 35

1 3
2. 1 
2 4

1 1
____ 3. 16  5
2 2

4 3 1
a. b. 3 c. 90 d.
11 4 3

3
____ 4. 1  5
5

1 8 1
a. b. c. 3 d. 8
8 25 8

1 1
5. 1 2
4 2

____ 6. 5.7 21.09

a. 0.27 b. 3.5 c. 4.2 d. 3.7

4
____ 7. 32 
9

1 128 9
a. b. c. 72 d.
72 9 128

8. Find the quotient.

1 1 2
a. 12  b. 12  c. 3 
2 3 3

7 8 3 5 1
d. 4 e.  f. 
8 5 10 6 3

1
Name: ________________________ ID: A

9. Max noticed a pattern in some fraction division problems that he computed.

6 3
 gives the same answer as 6 ÷ 3.
8 8
7 3
 gives the same answer as 7 ÷ 3.
10 10
9 2
 gives the same answer as 9 ÷ 2.
5 5
4 5
 gives the same answer as 4 ÷ 5.
7 7

Describe the pattern that Max found. Explain why it works.

3 4
____ 10.   ?
7 7
3 12 1 5
a. b. c. 1 d. 1
4 49 3 7

4 4
____ 11. Nicole’s friend runs of a mile, but her distance is only of Nicole’s distance. How far does Nicole
5 9
run?

45 5 16 9
a. mi b. mi c. mi d. mi
16 9 45 5

2
____ 12. You have 2 cups of dried fruit to divide evenly among 5 children. How many cups of fruit will each
3
child receive?

15 8 7 15
a. b. c. d.
8 15 15 7

Find the product.

____ 13. 7.28  2.6

a. 7.462 b. 18.928 c. 20.332 d. 14.56

1 1
____ 14. 1  2
3 3

1 2 2 1
a. 3 b. 1 c. 3 d. 2
9 9 3 9

15. For each problem, find the exact sum or difference.

a. 0.52 + 1.2 b. 4.4 – 1.29

2
Name: ________________________ ID: A

16. Each solution is missing a decimal point. Correctly place the decimal into the solution. Explain how you
decided where to place the decimal.
a. 103.67 + 225.019  328689
b. 0.765 – 0.572  193
c. 3.84  9.8  37632

17. Find the value of N that makes the number sentence true. Show your work.
a. 2.3  4.09  N b. 1.009  12  0.87  N c. 19.81 – 12.25  N
d. 13.7 – 10.34  N e. N  3.8  12.65 f. N – 2.4  5

Use the number sentence to help you solve the following problems.

18. 63  501 = 31,563

a. 6.3  5.01 b. 6.3  0.501 c. 6.3  50.1
d. 0.63  5.01 e. 0.63  501 f. 0.63  0.501

19. 936 ÷ 12 = 78
a. 936 ÷ 1.2 b. 93.6 ÷ 12 c. 9.36 ÷ 12
d. 0.936 ÷ 12 e. 936 ÷ 0.12 f. 936 ÷ 0.012

20. Write this decimal division as equivalent whole number division. Then find the quotient.

1.5 19.05

21. Find each quotient.

a. 4.5 ÷ 0.3 b. 64.4 ÷ 0.04 c. 12.9 ÷ 20
d. 12.9 ÷ 0.2 e. 1.05 ÷ 2.1 f. 18.8 ÷ 4

____ 22. A group of students went to the grocery store. The students spent $15.20 altogether. Each student spent
$1.90. How many students were in this group?

a. 6 b. 7 c. 8 d. 9

23. Find each product. Show your work.

2 1 3 10 3 8
a.  b.  c. 
3 2 5 9 4 9

3 5 2 1 3 12
d.  e.  f. 
2 6 7 3 8 15

9 1 1 6 7
g.  h.  i. 360 
10 6 2 7 9

3
Name: ________________________ ID: A

Find the product. Simplify.

1 4
____ 24. 
5 9

4 45 20 9
a. b. c. d.
45 4 9 20

25. Bob is making treat bags for his daughter’s birthday party. He decided to use the recipe below for each
1
bag. He needs to make 6 bags so each friend can have one and he wants to make bag for his
2
1
two-year-old to have. How much of each ingredient will he need to make the 6 bags? Write number
2
sentences to support your answer.

Recipe for 1 Bag

1
cup peanuts
3
3
cup pretzels
4
1
cup raisins
5
2
cup popcorn
3

1 1
____ 26. Betty had yard of ribbon. She used of it. How many yards of ribbon did she use?
7 3

3 7 1
a. yd b. 21 yd c. yd d. yd
7 3 21

1 3
27. Jack and Helen are making cookies. The recipe says to combine cup of butter with cup chocolate
2 4
3
chips and cup chopped nuts.
8

a. When these three ingredients are mixed together, how many cups of the mixture will Jake and Helen
have? Show your work.

b. Jack and Helen decide to triple the recipe.

i. How many cups of butter will be needed?
ii. How many cups of chocolate chips will be needed?
iii. How many cups of chopped nuts will be needed?

c. When the ingredients for the tripled recipe are combined, how many cups of the mixture will Jack and
Helen have?

4
Name: ________________________ ID: A

28. The diagram below shows a rectangular plot of land cut into squares of 2.65 acres each.

a. What is the acreage of the shaded region? Explain your reasoning.

b. What is the acreage of the unshaded region? Explain your reasoning.
c. In this area, land sells for $2475 per acre.
i. What would the price of the shaded region be?
ii. What would the price of the unshaded region be?
d. In this area, owners pay property taxes of $13.50 per thousand dollars of property value. What is
the total annual property tax for the shaded and unshaded regions combined? Explain your
reasoning.

29. Every night Dan’s dad puts coins from his pocket into a container for Dan. Dan does not remove any
money. Dave next door has the same arrangement with his mom. Here is the data from the first week.
(Note: Cumulative Total means that the coins from each day are added to the amount from the day
before.)

Daily Cumulative Total for Week 1

Monday Tuesday Wednesday Thursday Friday
Dan $.72 $.90 $1.02 $1.38 $1.76
Dave $.51 $.68 $.84 $1.26 $1.63

a. Who had the most money on Wednesday? By how much?

b. Who made the most money from Monday through Friday? By how much?
c. Dave accumulates the same amount of money each week. How much money should he expect to
1
have after 3 weeks?
2

5
Name: ________________________ ID: A

30. Troy is going to basketball camp. Before he goes, he needs to buy some things. He and his parents agree
that he can buy two pairs of shorts, four t-shirts, six pairs of socks, and a jacket. Shop Easy has
everything they need for the following prices:

Shorts $7.98 each

T-shirts $6.35-on sale: buy one at the regular price, and get a second at half price
Socks $1.98 for two pairs
Jackets $19.99 each

a. How much will the total bill for Troy's clothes be, including sales tax? (Figure sales tax based on
what is charged in your area.)

b. Troy had $100 when he started his shopping. Did he have enough money? If so, how much extra?
If not, how much was he short?

Write number sentences to support your answers.

31. A local newspaper, The Lansing Times, sells advertising space. It charges advertisers according to the
fraction of a page their ad will fill.

1
a. A new restaurant owner purchased ads to run in the paper over several days. She bought two -page
5
1 1
ads, nine -page ads, and five -page ads. What was the total amount of space that she bought?
20 4

1
b. The Comfy Couch Furniture Store purchased 3 pages to advertise upcoming sales for the summer.
5
When the store did not receive a shipment as planned, the Fourth of July sale was canceled. The store
7
also canceled the 1 pages purchased for advertising the sale. How many pages of advertising did
10
the paper print?

6
Name: ________________________ ID: A

32. LiAnn works in the Olde Tyme Soda Shoppe. The shop sells chocolate shakes, double chocolate shakes,
1
and triple chocolate shakes. A chocolate shake uses cup of chocolate syrup, a double chocolate shake
8
1 3
uses cup of chocolate syrup, and a triple chocolate shake uses cup of chocolate syrup. How many
4 8
shakes of each kind could she make with 3 cups of chocolate syrup?

Multiple Choice For each number sentence, find the value of N. Show your work.

2
33. 6  N
3

A. 2 B. 9 C. 4 D. 8

2
____ 34. Find the reciprocal of .
11

9 11
a. 2 b. 11 c. d.
11 2

____ 35. Carletta bought 14 yards of green string to make shoelaces in the school color for her basketball team.
2
She estimates that it takes yard to make one shoelace. How many shoelaces can she make?
5
3
a. 5 b. 28 c. 35 d. 42
5

36. What number(s) have an absolute value of 9?

Compare. Use <, =, or >.

____ 37. 14 10

a. = b. < c. >

____ 38. | 10 | –6
a. = b. < c. >

Find the absolute value.

____ 39. 5

1 1
a. 5 b. –5 c. d. 
5 5

____ 40. 72

1 1
a.  b. –72 c. 72 d.
72 72

7
Name: ________________________ ID: A

Find the distance between each pair of points.

____ 41.  8,3  and  5,3 

a. 3 c. 0
b. 13 d. 7
 1 1   1 1 
____ 42.  7 ,3  and  7 ,9 
 2 4   2 2 
1 1
a. 6 c. 12
4 4
1 3
b. 6 d. 12
2 4

____ 43.  2.15,5.1 and  2.15,1.4

a. 0.75 c. 4.3
b. 3.7 d. 6.5

____ 44.  6.4,4.8  and  1.1,4.8 

a. 1.1 c. 5.3
b. 4.8 d. 7.5

 3   3 2 
____ 45.  2 ,3  and  2 ,4 
 5   5 5
2 3
a. 1 c. 2
5 5
3 2
b. 1 d. 7
5 5

____ 46. The coordinates of three vertices of a rectangle are (–1, –3), (–1, –6), and (0, –6). What point is the fourth
vertex?
a. (2, –3) b. (2, –5) c. (0, –5) d. (0, –3)

Use a coordinate grid like the one shown below.

47. If a line segment connecting (4, 6) and (7, 6) forms one side of a square, what might be the coordinates of
the other corners of the square?

48. If (2, 0) and (5, 5) are two vertices of a triangle that does not have a right angle, what might be the
coordinates of the other vertex of the triangle?

8
Name: ________________________ ID: A

____ 49. Rectangle ABCD: A  4,5  ,B  1,5  ,C  1,2  ,D  4,2  . Find the perimeter.
a. 10 c. 14
b. 12 d. 24

____ 50. Find the perimeter.

a. 12 c. 24
b. 19 d. 30

51. Plot the following points on the grid and label each point.

a. (1, —5)
b. (2, 0)
c. (—3, 5)
d. (0, —2)
e. (—2, —2)

9
Name: ________________________ ID: A

52. In the school’s Future Investors Club stock market game, the following gains/losses in stock price were
earned over 10 days.

Companies often plot stock price gains/losses to display the changes over time. Plot a graph of the (day,
gain/loss) data for the Future Investors Club.

____ 53. Name the point with the given coordinates.

(4, –2)

a. G b. K c. J d. H

10
Name: ________________________ ID: A

____ 54. Name the coordinates of point C.

a. (5, –2) b. (–2, –6) c. (–5, 5) d. (2, 4)

____ 55. Graph A(–3, 2), B(1, –5), and C(5, –1) on the same coordinate plane.
a. c.

b. d.

11
Name: ________________________ ID: A

56. Order these numbers from least to greatest:

0 8 2 3 19 3
 1 
3 5 4 10 4

57. Arrange these decimals from least to greatest:

–6.00 –0.56 –0.060 –0.6 –0.056

58. Rewrite these numbers in order from least to greatest.

5 1 1 13
 ,2 , ,
4 4 3 3

Order from least to greatest.

1
____ 59. –0.33, 0.25,  , –0.17
2
1 1
a. 0.25, –0.17, –0.33,  c. –0.33, 0.25,  , –0.17
2 2
1 1
b.  , –0.17, –0.33, 0.25 d.  , –0.33, –0.17, 0.25
2 2

____ 60. –2.69, –1.49, –2.7, –2.66, –3.5

a. –2.66, –2.69, –1.49, –2.7, –3.5 c. –1.49, –2.66, –2.69, –2.7, –3.5
b. –3.5, –2.7, –2.69, –2.66, –1.49 d. –3.5, –2.7, –2.66, –1.49, –2.69

61. Use the number line below. Draw and label a point for each number in parts (a)–(c).

1
a. —4 b. 0 c.
3
In a different color, draw and label parts (d) and (e) on the number line above.

1
d. the opposite of —4 e. the opposite of
3

f. How do you know that you have correctly located the opposite of —4?

62. Rewrite these temperature readings from lowest to highest.

–9° 14° –2° 0° 8° –1° 1°

12
Name: ________________________ ID: A

63. Use this information: Suppose you are in a building in which the floors are numbered from 0 to 15. The
building has an underground parking garage with 10 levels, which are numbered from –1 to –10. Which
floor is farther from floor –2? (Drawing a picture may help you solve this problem.)
a. floor 7 or floor –10
b. floor 2 or floor –8
c. floor 1 or floor –5

____ 64. Use an integer to represent 32°F below zero.

a. –31 b. 32 c. –32 d. 31

____ 65. Order the integers from least to greatest.

–6, –1, 6, 8, 15
a. –6, –1, 6, 8, 15 b. –1, –6, 15, 6, 8 c. 8, 6, –6, –1, 15 d. 15, 8, 6, –1, –6

13
 ID: A

WORKSHEET
Answer Section

1. ANS: B PTS: 1 DIF: L1

OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions | reciprocal MSC: Divide Fractions by Fractions
2. ANS:
1 3
1  =2
2 4

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions by a whole number | dividing fractions | reciprocal
MSC: Divide Mixed Numbers
3. ANS: B PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing mixed numbers | reciprocal | mixed number | fraction
MSC: Divide Mixed Numbers
4. ANS: B PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing mixed numbers | improper fraction | fraction MSC: Divide Mixed Numbers

1
 ID: A

5. ANS:
1 1 1
1 2 
4 2 2

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions by a whole number | dividing fractions | reciprocal
MSC: Divide Mixed Numbers
6. ANS: D PTS: 1 DIF: L1
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: dividing decimals | decimals MSC: Fluently Divide Whole Numbers and Decimals
7. ANS: C PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions | reciprocal | fraction | dividing whole numbers
MSC: Understand Division with Fractions
8. ANS:
1 1 2 1
a. 12 ÷ = 24 b. 12  = 36 c. 3   4
2 3 3 2
7 7 8 3 1 5 1 1
d.  4  e.  5 f.   2
8 32 5 10 3 6 3 2

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions by a whole number | dividing fractions | reciprocal
MSC: Divide Fractions by Fractions

2
 ID: A

9. ANS:
When you divide fractions with common denominators, you only have to divide the numerators. The
denominator is the size of the fraction you are working with. The numerator is the number of those size
6 3
parts. For example, with divided by , eights are the size of the fractional parts that you have. You are
8 8
trying to find out how many times three-eighths will go into six-eighths. This is the same as asking how
many times 3 goes into 6.

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: patterns | algorithm | dividing fractions MSC: Divide Fractions by Fractions
10. ANS: A PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: algorithm | dividing fractions | reciprocal MSC: Divide Fractions by Fractions
11. ANS: D PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions | reciprocal | problem solving | word problem
MSC: Divide Fractions by Fractions
12. ANS: B PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing mixed numbers | improper fraction | reciprocal | mixed number | problem solving | word
problem MSC: Divide Mixed Numbers

3
 ID: A

13. ANS: B PTS: 1 DIF: L1

OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: multiplying decimals by decimals | multiplying decimals | decimals
MSC: Fluently Add, Subtract, and Multiply Decimals
14. ANS: A PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: multiplying mixed numbers | multiplying improper fractions | improper fraction
MSC: Multiply Fractions
15. ANS:
a. 1.72
b. 3.11

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
MSC: Fluently Add, Subtract, and Multiply Decimals
16. ANS:
a. 328.689; 103 + 225 = 328, so the answer will be close to 328
b. 0.193; 0.765 is close to 0.80, and 0.572 is close to 0.60, so the answer will be close to 0.80  0.60, or
0.20
c. 37.632; 3.84 is close to 4, and 9.8 is close to 10, so the answer will be close to 4  10, or 40

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: place value | add decimals | subtract decimals | multiply decimals
MSC: Fluently Add, Subtract, and Multiply Decimals
17. ANS:
a. N  6.39 b. N  13.879 c. N  7.56
d. N  3.36 e. N  8.85 f. N  7.4

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: algorithm | add decimals | subtract decimals
MSC: Fluently Add, Subtract, and Multiply Decimals

4
 ID: A

18. ANS:
a. 31.563 b. 3.1563 c. 315.63
d. 3.1563 e. 315.63 f. 0.31563

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: fact families | multiply decimals | decimal factors | place value
MSC: Fluently Add, Subtract, and Multiply Decimals
19. ANS:
a. 780 b. 7.8 c. 0.78
d. 0.078 e. 7800 f. 78000

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: number sentence | divide decimals | fact families
MSC: Fluently Divide Whole Numbers and Decimals
20. ANS:
150 1905 ; 12.7

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: divide decimals MSC: Fluently Divide Whole Numbers and Decimals
21. ANS:
a. 15 b. 1610 c. 0.645 d. 64.5 e. 0.5 f. 4.7

PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: divide decimals MSC: Fluently Divide Whole Numbers and Decimals
22. ANS: C PTS: 1 DIF: L2
OBJ: Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for
each operation. NAT: 6.NS.B.3 TOP: Use Positive Rational Numbers
KEY: divide decimals MSC: Fluently Divide Whole Numbers and Decimals

5
 ID: A

23. ANS:
2 1 1 3 10 2 3 8 2
a.   b.   c.  
3 2 3 5 9 3 4 9 3
3 5 5 2 1 2 3 12 3
d.   e.   f.  
2 6 4 7 3 21 8 15 10
9 1 3 1 6 3 7
g.   h.   i. 360   280
10 6 20 2 7 7 9

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: algorithm | multiplying fractions MSC: Multiply Fractions
24. ANS: A PTS: 1 DIF: L1
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: fraction | multiplying fractions MSC: Multiply Fractions
25. ANS:
1 1 1 1
2 cups peanuts; possible number sentence: 6   2 .
6 2 3 6

7 3 1 7
4 cups pretzels; possible number sentence:  6  4 .
8 4 2 8

3 1 1 3
1 cups raisins; possible number sentence:  6  1 .
10 5 2 10

1 2 1 1
4 cups popcorn; possible number sentence:  6  4 .
3 3 2 3

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: number sentence | multiplying fractions MSC: Multiply Fractions

6
 ID: A

26. ANS: D PTS: 1 DIF: L2

OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: fraction | multiplying fractions | problem solving | word problem
MSC: Multiply Fractions
27. ANS:
5
a. 1 cups
8
1 1 1
b. i. 1 ii. 2 iii. 1
2 4 8
7
c. 4
8

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: add fractions | number sentence MSC: Solve Problems with Rational Numbers
28. ANS:
a. 23.85; Since one square is 2.65 acres, 2.65  9  23.85.
b. 29.15; Since one square equals 2.65 acres, 2.65  11  29.15.
c.
i. $59,028.75 ii. $72,146.25

$13.50
d. $1770.86; 2.65  20  $2475  $131,175,  $131,175  $1770.86
1000

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: fraction multiplication | multiply decimals
MSC: Solve Problems with Rational Numbers

7
 ID: A

29. ANS:
a. Dan had more by 18 cents. 1.02 – 0.84 = 0.18
b. Dave got 8 cents more than Dan from Tuesday through Friday.
Dave: 1.63 – .51 = 1.12
Dan: 1.76 – .72 = 1.04
c. He can expect to have about $5.71.
3.5 (1.63) = 5.705

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: subtract decimals | subtraction | addition | add decimals
MSC: Solve Problems with Rational Numbers
30. ANS:
a. Answers will vary based on your local sales tax. The cost before tax is At a 6% tax rate, the cost would
be
b. Troy had enough money. At a 6% tax rate, he had $35.40 extra.

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: finding tax | word problem | add decimals | subtract decimals
MSC: Solve Problems with Rational Numbers

8
 ID: A

31. ANS:
42 1 1 1 8 9 25 42 21 1
a. ; 2   9  5      2
20 5 20 4 20 20 20 20 10 10

1 1 7 6 7 12 7 5 1
b. 1 ; 3  1  2 1 2 1 1 1
2 5 10 5 10 10 10 10 2

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: number sentence MSC: Solve Problems with Rational Numbers
32. ANS:
1
milkshake: 3 ÷ = 24 shakes
8
1
double milkshake: 3 ÷ = 12 double shakes
4
3
triple milkshake: 3 ÷ = 8 triple shakes
8

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing fractions | reciprocal MSC: Understand Division with Fractions
33. ANS:
18 2
B; divided by is equal to 9 wholes.
3 3

PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: algorithm | dividing fractions | reciprocal MSC: Understand Division with
Fractions

9
 ID: A

34. ANS: D PTS: 1 DIF: L1

OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: reciprocal | dividing fractions | fraction MSC: Understand Division with
Fractions
35. ANS: C PTS: 1 DIF: L2
OBJ: Interpret and compute quotients of fractions, and solve word problems involving division of
fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For
example, create a story context for (2/3) / (3/4) and use a visual fraction model to show the quotient; use
the relationship between multiplication and division to explain that (2/3) / (3/4) = 8/9 because 3/4 of 8/9
is 2/3. (In general, (a/b) / (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb
of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a
rectangular strip of land with length 3/4 mi and area 1/2 square mi? NAT: 6.NS.A.1 TOP:
Use Positive Rational Numbers
KEY: dividing a fraction by a fraction | reciprocal MSC: Understand Division with
Fractions
36. ANS:
9

PTS: 1 DIF: L2
OBJ: Understand the absolute value of a rational number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For
example, for an account balance of –30 dollars, write <absoulte value>–30 = 30 to describe the size of the
debt in dollars.
NAT: 6.NS.C.7c TOP: Integers and Rational Numbers
MSC: Absolute Values of Rational Numbers
37. ANS: C PTS: 1 DIF: L2
OBJ: Distinguish comparisons of absolute value from statements about order. For example, recognize
that an account balance less than –30 dollars represents a debt greater than 30 dollars.
NAT: 6.NS.C.7d TOP: Integers and Rational Numbers
KEY: integers | absolute value | comparing integers
MSC: Absolute Values of Rational Numbers
38. ANS: C PTS: 1 DIF: L2
OBJ: Distinguish comparisons of absolute value from statements about order. For example, recognize
that an account balance less than –30 dollars represents a debt greater than 30 dollars.
NAT: 6.NS.C.7d TOP: Integers and Rational Numbers KEY: absolute value
MSC: Absolute Values of Rational Numbers
39. ANS: A PTS: 1 DIF: L1
OBJ: Understand the absolute value of a rational number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For
example, for an account balance of –30 dollars, write <absoulte value>–30 = 30 to describe the size of the
debt in dollars.
NAT: 6.NS.C.7c TOP: Integers and Rational Numbers KEY: integers | absolute value
MSC: Absolute Values of Rational Numbers

10
 ID: A

40. ANS: C PTS: 1 DIF: L1

OBJ: Understand the absolute value of a rational number as its distance from 0 on the number line;
interpret absolute value as magnitude for a positive or negative quantity in a real-world situation. For
example, for an account balance of –30 dollars, write <absoulte value>–30 = 30 to describe the size of the
debt in dollars.
NAT: 6.NS.C.7c TOP: Integers and Rational Numbers KEY: absolute value
MSC: Absolute Values of Rational Numbers
41. ANS: B PTS: 1
OBJ: Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the
same first coordinate or the same second coordinate. NAT: 6.NS.C.8 TOP: Integers
and Rational Numbers
MSC: Find Distances on the Coordinate Plane
42. ANS: A PTS: 1
OBJ: Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the
same first coordinate or the same second coordinate. NAT: 6.NS.C.8 TOP: Integers
and Rational Numbers
MSC: Find Distances on the Coordinate Plane
43. ANS: B PTS: 1
OBJ: Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the
same first coordinate or the same second coordinate. NAT: 6.NS.C.8 TOP: Integers
and Rational Numbers
MSC: Find Distances on the Coordinate Plane
44. ANS: C PTS: 1
OBJ: Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the
same first coordinate or the same second coordinate. NAT: 6.NS.C.8 TOP: Integers
and Rational Numbers
MSC: Find Distances on the Coordinate Plane
45. ANS: A PTS: 1
OBJ: Solve real-world and mathematical problems by graphing points in all four quadrants of the
coordinate plane. Include use of coordinates and absolute value to find distances between points with the
same first coordinate or the same second coordinate. NAT: 6.NS.C.8 TOP: Integers
and Rational Numbers
MSC: Find Distances on the Coordinate Plane
46. ANS: D PTS: 1 DIF: L2
OBJ: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and mathematical problems.
NAT: 6.G.A.3 TOP: Integers and Rational Numbers
KEY: graphing a point | rectangle | coordinates | coordinate plane | quadrants | ordered pair
MSC: Represent Polygons on the Coordinate Plane

11
 ID: A

47. ANS:
One possibility is (4, 3) and (7, 3); the other is (4, 9) and (7, 9).

PTS: 1 DIF: L2
OBJ: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and mathematical problems.
NAT: 6.G.A.3 TOP: Integers and Rational Numbers KEY: angle | benchmarks | line
segment
MSC: Represent Polygons on the Coordinate Plane
48. ANS:
Possible answer: (0, 5). Note: (5, 0) and (2, 5) will give right triangles and thus are incorrect. Make sure
that two sides are greater than the third side in order for the figure to be a triangle.

PTS: 1 DIF: L2
OBJ: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and mathematical problems.
NAT: 6.G.A.3 TOP: Integers and Rational Numbers
KEY: angle | benchmarks | vertices | line segment
MSC: Represent Polygons on the Coordinate Plane
49. ANS: D PTS: 1
OBJ: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and mathematical problems.
NAT: 6.G.A.3 TOP: Integers and Rational Numbers
MSC: Represent Polygons on the Coordinate Plane
50. ANS: C PTS: 1
OBJ: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find
the length of a side joining points with the same first coordinate or the same second coordinate. Apply
these techniques in the context of solving real-world and mathematical problems.
NAT: 6.G.A.3 TOP: Integers and Rational Numbers
MSC: Represent Polygons on the Coordinate Plane
51. ANS:

PTS: 1 DIF: L2
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers
MSC: Represent Rational Numbers on the Coordinate Plane

12
 ID: A

52. ANS:

PTS: 1 DIF: L2
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers KEY: equivalent expression
MSC: Represent Rational Numbers on the Coordinate Plane
53. ANS: D PTS: 1 DIF: L1
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers
KEY: coordinates | coordinate plane | quadrants | ordered pair
MSC: Represent Rational Numbers on the Coordinate Plane
54. ANS: C PTS: 1 DIF: L1
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers
KEY: coordinates | coordinate plane | quadrants | ordered pair
MSC: Represent Rational Numbers on the Coordinate Plane
55. ANS: A PTS: 1 DIF: L1
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers
KEY: coordinate plane | x-axis | y-axis | quadrants | origin | ordered pair | x-coordinate | y-coordinate
MSC: Represent Rational Numbers on the Coordinate Plane
56. ANS:
3 2 3 19 8
  0 1
4 5 4 10 3

PTS: 1 DIF: L2
OBJ: Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on
a number line oriented from left to right. NAT: 6.NS.C.7a TOP: Integers and Rational Numbers
KEY: benchmark | ordering fractions | benchmark
MSC: Represent Rational Numbers on the Number Line

13
 ID: A

57. ANS:
–6.00, –0.6, –0.56, –0.060, –0.056

PTS: 1 DIF: L2
OBJ: Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on
a number line oriented from left to right. NAT: 6.NS.C.7a TOP: Integers and Rational Numbers
KEY: decimals | ordering decimals MSC: Represent Rational Numbers on the Number Line
58. ANS:
5 1 1 13
 , ,2 ,
4 3 4 3

PTS: 1 DIF: L2
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers KEY: fact families
MSC: Represent Rational Numbers on the Number Line
59. ANS: D PTS: 1 DIF: L1
OBJ: Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on
a number line oriented from left to right. NAT: 6.NS.C.7a TOP: Integers and Rational Numbers
KEY: repeating decimal | ordering fractions and decimals
MSC: Represent Rational Numbers on the Number Line
60. ANS: B PTS: 1 DIF: L3
OBJ: Interpret statements of inequality as statements about the relative position of two numbers on a
number line diagram. For example, interpret –3 > –7 as a statement that –3 is located to the right of –7 on
a number line oriented from left to right. NAT: 6.NS.C.7a TOP: Integers and Rational Numbers
KEY: ordering real numbers MSC: Represent Rational Numbers on the Number Line
61. ANS:
a–e.

f. Answers may vary. Sample: —4 is the same distance from 0 as 4.

PTS: 1 DIF: L2
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers KEY: absolute value
MSC: Understand Integers

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 ID: A

62. ANS:
–9°, –2°, –1°, 0°, 1°, 8°, 14°

PTS: 1 DIF: L2
OBJ: Understand that positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
NAT: 6.NS.C.5 TOP: Integers and Rational Numbers KEY: number line
MSC: Understand Integers
63. ANS:
a. floor 7
b. floor –8
c. They are both 3 floors from –2

PTS: 1 DIF: L2
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers KEY: number line
MSC: Understand Integers
64. ANS: C PTS: 1 DIF: L1
OBJ: Understand that positive and negative numbers are used together to describe quantities having
opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level,
credits/debits, positive/negative electric charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.
NAT: 6.NS.C.5 TOP: Integers and Rational Numbers KEY: integers | opposites
MSC: Understand Integers
65. ANS: A PTS: 1 DIF: L1
OBJ: Find and position integers and other rational numbers on a horizontal or vertical number line
diagram; find and position pairs of integers and other rational numbers on a coordinate plane.
NAT: 6.NS.C.6c TOP: Integers and Rational Numbers
KEY: integers | opposites | ordering integers MSC: Understand Integers

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