Grade 6 Math Sample Questions
Communicating Reasoning
Questions courtesy of the Smarter Balanced Assessment Consortium Item Specifications – Version 3.0
Slideshow organized by SMc Curriculum –
www.ccssmathactivities.com
Claim 3
Smarter Balanced Sample Items
Grade 6
#1
Rubric:
(1 point) The student drags one number into each
box to create an equation where
n
is less than in Part
A, and drags one number into each box to create an
equation to show that Sarah’s claim is incorrect in
Part B.
#1 Answer
#2
Rubric:
(1 point) The student gives a negative number.
Answer:
Any negative number.
#2 Answer
#3
Rubric:
(1 point) The student selects the correct student and
all of the correct values that supports Marco’s claim.
Answer:
B (Marco); D and E
#3 Answer
Lola said, “If
n
is a positive number, then the points
P
= (
n, n
),
Q
= (
-n, n
),
R
= (
-n, -n
), and
S
= (
n, -n
) are the vertices of a
square in the coordinate plane.”
Select
all
of the statements that support Lola’s claim that the
figure is a square.
A.
The number
n
is a whole number.
B.
The angles at
P, Q, R
and
S
are all 90 degrees.
C.
The distances between
P
and
Q, Q
and
R, R
and
S,
and
S
and
P
are
n
units.
D.
The distances between
P
and
Q, Q
and
R, R
and
S,
and
S
and
P
are 2
n
units.
#4
Rubric:
(1 point) The student selects all of the statements that
support Lola’s claim.
Answer:
B and D
#4 Answer
A right rectangular prism has a height of 5 centimeters. Is it possible
that the volume of the prism is 42 cubic centimeters?
If it is possible:
Enter a possible length and width, in cm, of a prism with a height of 5
cm in two response boxes.
If it is
not
possible:
Enter a possible volume (in cubic centimeters) and the corresponding
length and width (in centimeters) in the response boxes.
#5
Rubric:
(1 point) The student enters dimensions that are
possible.
Answer:
Any two numbers whose product is 8.4.
#5 Answer
Clark biked 4 miles in 20 minutes. How far can he go in 2 hours if he bikes at
this rate? Enter your answer in the first response box.
Show how you would solve this problem with a table or an equation (choose
one
option).
Option 1: Table
Enter values in the table so that it shows the number of miles,
m
, Clark can
bike in 2 hours at this rate.
Option 2: Equation
Enter an equation that can be solved to find the number of miles,
m
, Clark
can bike in 2 hours at this rate in the second response box.
#6
Rubric:
(2 points) The student enters the correct number of miles (24)
and fills in the table with at least two columns, one of which
contains the correct answer, or enters an equation that can be
solved to find the answer.
(1 point) The student does one of these parts correctly.
Answer:
Examples:
2 x 3 x 4 =
m
or 4/20
m
/20 or equivalent equation.
#6 Answer
Lyla flew her radio-controlled airplane 500 feet in 20
seconds. She claims that the speed of her airplane was
25 feet per second during the flight. What assumption
must Lyla make for her claim to be true?
A.
The airplane flew in a circle.
B.
The airplane flew in a straight line.
C.
The airplane flew at a constant speed.
D.
The airplane flew faster at the end of the flight
than at the beginning.
#7
Rubric:
(1 point) The student selects the correct statement.
Answer:
C
#7 Answer
Emma was solving the equation
t
– 4 = 16. She said, “I’m
looking for a number
t
that is 4 less than 16. So
t
= 12.”
Which statement best describes the flaw in Emma’s reasoning?
A.
Emma’s answer is right but she should just subtract 4 from
both sides of the equation.
B.
Emma’s answer is wrong but she thought about the
equation correctly.
C.
Emma is confused about which number the 4 is being
subtracted from.
D.
Emma should subtract the 16 from the 4 instead of 4 from
the 16.
#8
Rubric:
(1 point) The student selects the correct analysis of the
flaw in reasoning.
Answer:
C
#8 Answer
Explore Grade 6 math concepts with sample questions from the Smarter Balanced Assessment Consortium. Practice communicating reasoning skills through scenarios like evaluating claims about fractions, determining the opposite of numbers, analyzing mathematical statements, and identifying properties of geometric figures.
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Presentation Transcript
Claim 3 Smarter Balanced Sample Items Grade 6 Communicating Reasoning Questions courtesy of the Smarter Balanced Assessment Consortium Item Specifications Version 3.0 Slideshow organized by SMc Curriculum www.ccssmathactivities.com
#1 Sarah claims that for any fraction multiplied by 2 product n will always be less than 2 3. 3, the A. Drag one number into each box so that the product n is less than 2 3. B. Drag one number into each box so that the product n is not less than 2 3.
#1 Answer Rubric: (1 point) The student drags one number into each box to create an equation where n is less than in Part A, and drags one number into each box to create an equation to show that Sarah s claim is incorrect in Part B.
#2 Linh said, The opposite of 5 is -5. The opposite of 2 2 3. I think the opposite of a number is always negative. Linh s claim is not true. Give an example of a number whose opposite is not a negative number. 3 is Enter your answer in the response box.
#2 Answer Rubric: (1 point) The student gives a negative number. Answer: Any negative number.
#3 Gina said, For every possible value of ?, we know that ? = ?. Marco said, Sometimes ? = ?. Who is correct? A. Gina B. Marco Select all the values for ? shown below that support the correct claim. A. ? = 12 B. ? = 4.5 C. ? =1 2 D. ? = 4.5 E. ? = 100
#3 Answer Rubric: (1 point) The student selects the correct student and all of the correct values that supports Marco s claim. Answer: B (Marco); D and E
#4 Lola said, If n is a positive number, then the points P = (n, n), Q = (-n, n), R = (-n, -n), and S = (n, -n) are the vertices of a square in the coordinate plane. Select allof the statements that support Lola s claim that the figure is a square. A. The number n is a whole number. B. The angles at P, Q, R and S are all 90 degrees. C. The distances between P and Q, Q and R, R and S, and S and P are n units. D. The distances between P and Q, Q and R, R and S, and S and P are 2n units.
#4 Answer Rubric: (1 point) The student selects all of the statements that support Lola s claim. Answer: B and D
#5 A right rectangular prism has a height of 5 centimeters. Is it possible that the volume of the prism is 42 cubic centimeters? If it is possible: Enter a possible length and width, in cm, of a prism with a height of 5 cm in two response boxes. If it is not possible: Enter a possible volume (in cubic centimeters) and the corresponding length and width (in centimeters) in the response boxes.
#5 Answer Rubric: (1 point) The student enters dimensions that are possible. Answer: Any two numbers whose product is 8.4.
#6 Clark biked 4 miles in 20 minutes. How far can he go in 2 hours if he bikes at this rate? Enter your answer in the first response box. Show how you would solve this problem with a table or an equation (choose one option). Option 1: Table Enter values in the table so that it shows the number of miles, m, Clark can bike in 2 hours at this rate. Option 2: Equation Enter an equation that can be solved to find the number of miles, m, Clark can bike in 2 hours at this rate in the second response box.
#6 Answer Rubric: (2 points) The student enters the correct number of miles (24) and fills in the table with at least two columns, one of which contains the correct answer, or enters an equation that can be solved to find the answer. (1 point) The student does one of these parts correctly. Answer: Examples: 2 x 3 x 4 = m or 4/20 m/20 or equivalent equation.
#7 Lyla flew her radio-controlled airplane 500 feet in 20 seconds. She claims that the speed of her airplane was 25 feet per second during the flight. What assumption must Lyla make for her claim to be true? A. The airplane flew in a circle. B. The airplane flew in a straight line. C. The airplane flew at a constant speed. D. The airplane flew faster at the end of the flight than at the beginning.
#7 Answer Rubric: (1 point) The student selects the correct statement. Answer: C
#8 Emma was solving the equation t 4 = 16. She said, I m looking for a number t that is 4 less than 16. So t = 12. Which statement best describes the flaw in Emma s reasoning? A. Emma s answer is right but she should just subtract 4 from both sides of the equation. B. Emma s answer is wrong but she thought about the equation correctly. C. Emma is confused about which number the 4 is being subtracted from. D. Emma should subtract the 16 from the 4 instead of 4 from the 16.
#8 Answer Rubric: (1 point) The student selects the correct analysis of the flaw in reasoning. Answer: C
