General Information
Subject Area: X-Mathematics (former standards - 2008)
Grade: 6
Body of Knowledge: Algebra
Idea: Level 2: Basic Application of Skills & Concepts
Supporting Idea: Number and Operations - Number and Operations
Date Adopted or Revised: 09/07
Content Complexity Rating:
Level 2: Basic Application of Skills & Concepts
-
More Information
Date of Last Rating: 06/07
Status: State Board Approved - Archived
Assessed: Yes
Test Item Specifications
Item Type(s):
This benchmark may be assessed using:
MC
item(s)
N/A
Clarification :
Students will judge the reasonableness of the result(s) of computations with fractions, decimals, and percents.
Students will estimate the result(s) of computations with fractions, decimals, and percents.
Students will judge the reasonableness of the result(s) of computations with fractions, decimals, and percents.
Students will estimate the result(s) of computations with fractions, decimals, and percents.
Content Limits :
Fractions must not exceed those indicated in the general content limits.
Percents used in items must be whole numbers less than or equal to 100.
Items will not involve multiplying a number by a percent.
Items will not include decimals beyond the thousandths place.
Computations may have up to two different operations, with no more than three procedural steps (e.g., 2(4) + 3(9) requires two multiplication steps and one addition step).
Fractions must not exceed those indicated in the general content limits.
Percents used in items must be whole numbers less than or equal to 100.
Items will not involve multiplying a number by a percent.
Items will not include decimals beyond the thousandths place.
Computations may have up to two different operations, with no more than three procedural steps (e.g., 2(4) + 3(9) requires two multiplication steps and one addition step).
Stimulus Attributes :
Items should be set in a real-world context.
Items should be set in a real-world context.
Response Attributes :
Options should not include answers students could obtain by making rounding decisions during the computation (e.g., if the item asks the student to add 49.27 + 39.16, 88.5 would not be an appropriate distractor because a student might estimate the sum as 49.3 + 39.2 = 88.5).
Options should not include answers students could obtain by making rounding decisions during the computation (e.g., if the item asks the student to add 49.27 + 39.16, 88.5 would not be an appropriate distractor because a student might estimate the sum as 49.3 + 39.2 = 88.5).
Sample Test Items (1)
| Test Item # | Question | Difficulty | Type |
| Sample Item 1 | Mr. Madsen worked 49 hours last week at his job. He spent 1/5 of this time in meetings and 1/3 of this time talking to customers on the phone. Which method would provide the most reasonable estimate of the total number of hours Mr. Madsen spent in meetings and talking to customers on the phone at his job last week? | N/A | MC: Multiple Choice |
Related Resources
Problem-Solving Task
| Name | Description |
| Space Math: Lunar Cratering | Students explore the formation of craters on the lunar surface using real world imaging data and mathematical reasoning. Students make observations and inferences about the time that impact craters were formed using probability and percentages. |