Ok 20-21 Tis Math g6 Ada

OKLAHOMA
SCHOOL TESTING PROGRAM

TEST BLUEPRINT AND
ITEM SPECIFICATIONS MATHEMATICS
GRADE 6
TABLE OF CONTENTS
Oklahoma School Testing Program Test and Item Specifications . . . . . . . . . . . . . . . . . . . . . . 1
Grade 6 Mathematics Test. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Purpose. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Test Structure, Format, and Scoring. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Alignment with Oklahoma Academic Standards (OAS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Test Blueprint . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Depth-of-Knowledge Assessed by Test Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Universal Design for Learning (UDL) Considerations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Online Administration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Testing Schedules. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Item Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Multiple-Choice Item Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Technology Enhanced Item Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Stimulus Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
General Considerations—Oklahoma School Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Considerations Specific to the Grade 6 Mathematics Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Grade 6 Mathematics Formula Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Overview of Item Specifications . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Standards & Sample Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
OAS Strand—Number & Operations (N): Standard 6.N.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
OAS Strand—Algebraic Reasoning & Algebra (A): Standard 6.A.1 . . . . . . . . . . . . . . . . . . . . . . . 28
OAS Strand—Geometry & Measurement (GM): Standard 6.GM.1 . . . . . . . . . . . . . . . . . . . . . . . 41
OAS Strand—Data & Probability (D): Standard 6.D.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
OAS Strand—Data & Probability (D): Standard 6.D.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Developed and published under contract with the Oklahoma State Department of Education by Cognia, 100 Education Way, Dover, NH 03820.
Copyright © 2020 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may
copy, download, and/or print this document, located online at oklahoma.onlinehelp.cognia.org. Any other use or reproduction of this document,
in whole or in part, requires written permission of the Oklahoma State Department of Education and the publisher. All brand and product
names found in this publication are the trademarks of their respective owners.
Page ii Grade 6 Mathematics Test and Item Specifications

Copyright © 2020 by the Oklahoma State Department of Education
OKLAHOMA SCHOOL TESTING PROGRAM TEST AND ITEM SPECIFICATIONS
Grade 6 Mathematics Test
Purpose
A robust assessment system is predicated upon the knowledge that no one assessment is able to
provide answers to all questions affecting instructional decisions. An assessment system utilizes
different types of assessment to gather multiple pieces of evidence to provide timely, relevant,
actionable, and reliable information about what students know and can do relative to a set of
standards.
Assessments According to the Oklahoma ESSA Plan

According to page 48 of the Oklahoma ESSA Consolidated State Plan, Oklahoma recognizes that
a robust assessment system is tied closely to students’ learning and teachers’ instructional
practices by valuing and promoting local, classroom-based formative assessments that
help make student learning visible. At the same time, that system should provide a strong
summative assessment program that fits as a component within a multifaceted state, district,
and school accountability system.
OSTP
Assessments
F.ORMATIVE
• .....f:
nm:!h•
.....£=- .....
:····11·
:!!!! :•
.!:· Hi> STANDARDS
The OSDE supports an assessment system by working with Oklahoma educators and
stakeholders to:
• Ensure that state and federally required annual summative assessments delivered
through the Oklahoma School Testing Program (OSTP) are effective and meaningful to
families, districts, educators, and members of the community;
• Develop instructional resources to support local formative and interim assessments
through the curriculum frameworks projects and assessment guidance toolkit; and
• Build and deliver professional learning through face-to-face and web-based resources to
support local assessment needs and interpretation of state assessment data.
Annual assessments delivered through the OSTP are aligned to the Oklahoma Academic
Standards and can therefore provide point-in-time data for programmatic and curricular decisions
by supporting criterion-referenced interpretations at appropriate levels and grain size (e.g., grade,
student group, teacher, building/district administrator, state). Standards-based formative and
interim assessments conducted at the local level can provide additional information and evidence
Grade 6 Mathematics Test and Item Specifications Page 1

of learning at a smaller grain size to inform instructional decisions made at the student and
classroom level.
While state summative assessments are only one measure of what students know and can
demonstrate, having Oklahoma students take OSTP assessments:
 Helps students, their families, and the public know how students have grown over time and
how they are performing relative to the standards, their peers in Oklahoma, and the nation;
 Enables teachers to see how their students are performing against grade-level expectations
communicated through the Performance Level Descriptors (PLDs) to support evaluation and
enhancement of curriculum and programs for the next school year;
 Provides a standardized and reliable measure for school/district leaders, the state,
policymakers, and the public to determine how well a system is meeting the goals of helping
every child grow along a continuum to prepare them for careers, college, and life; and
 Provides comparable information and data to inform continuous improvement of a system
and appropriately support federal and state accountability decisions.
Test Structure, Format, and Scoring

The Grade 6 Mathematics test will consist of 50 operational items and 10 field-test items, written at
a reading level about two grade levels below a Grade 6 audience. The total 60 items will be divided
into two test sections.
Each item is scored as correct or incorrect. Only the 50 operational items contribute to a student’s
scaled score on the test. Correct and incorrect field test-items do not contribute to a student’s score.
The student’s raw score is converted to a scaled score using the number correct scoring method.
Test Alignment with Oklahoma Academic Standards (OAS)
Criteria for Aligning the Test with the Oklahoma Academic Standards
Content Strands and Standards
1. Categorical Concurrence
The test is constructed so that there are at least six items measuring each OAS strand.
The number of items, six, is based on estimating the number of items that could produce a
reasonably reliable estimate of a student’s mastery of the content measured.
2. Range-of-Knowledge Correspondence
The test is constructed so that every standard for each OAS strand has at least one
corresponding assessment item.
3. Source of Challenge
Each test item is constructed in such a way that the major cognitive demand comes directly
from the targeted OAS strand or standard being assessed, not from specialized knowledge or
cultural background that the test-taker may bring to the testing situation.
OKLAHOMA SCHOOL TESTING PROGRAM
TEST BLUEPRINT MATHEMATICS
GRADE 6
This blueprint describes the content and structure of an assessment and defines the ideal
number of test items by strand and standard of the Oklahoma Academic Standards (OAS).
IDEAL %
OF ITEMS STRANDS AND STANDARDS
38–42% NUMBER AND OPERATIONS

6.N.1 Number Sense of Integers and Rational Numbers
6.N.2 Addition and Subtraction of Integers
6.N.3 Ratios
6.N.4 Multiplication and Division of Rational Numbers
20–24% ALGEBRAIC REASONING AND ALGEBRA

6.A.1 Algebraic Representations
6.A.2 Algebraic Expressions
6.A.3 Equations and Inequalities
22–26% GEOMETRY AND MEASUREMENT

6.GM.1 Area of Parallelograms and Triangles
6.GM.2 Angle Relationships on Intersecting Lines
6.GM.3 Units of Measurement and Unit Conversions
6.GM.4 Congruency and Symmetry of Transformations
12–16% DATA AND PROBABILITY

6.D.1 Data Analysis
6.D.2 Probability
100% TOTAL: 50 ITEMS
A minimum of 6 items is required to report a strand.

Depth-of-Knowledge Assessed by Test Items
The Grade 6 test will approximately reflect the following “depth-of-knowledge (DOK)”
distribution of items:
Depth-of-Knowledge Percent of Items
Level 1—Recall 15–25%
Level 2—Skills/Concept 65–75%
Level 3—Strategic Thinking 10–20%
DOK Ranges are based on the DOK of the OAS. The standards increase grade-level expectations
and rigor, and set expectations for students to be college- and career-ready.
• Level 1 (Recall and Reproduction) requires the student to recall facts, terms, definitions, or
simple procedures, perform simple algorithms or apply formulas. One-step, well-defined, or
straight algorithmic procedures should be included at this level.
• Level 2 (Skills and Concepts) requires the student to make some decisions as to how
to approach the problem or activity. Level 2 activities include making observations and
collecting data; classifying, comparing, and organizing data; and organizing and displaying
data in tables, charts, and graphs.
• Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher
level of thinking. Level 3 activities include making conjectures, drawing conclusions from
observations, citing evidence and developing a logical argument for concepts, explaining
phenomena in terms of concepts, and using concepts to solve nonroutine problems.
Note: These descriptions are adapted from Review Background Information and Instructions,
Standards and Assessment Alignment Analysis, CCSSO TILSA Alignment Study, May 21–24, 2001,
Version 2.0. For an extended description of each depth-of-knowledge level, see the web site at
https://sde.ok.gov/sites/default/files/documents/files/Math%20WebbAlign_DOK_Summary_Table.pdf.
Universal Design for Learning (UDL) Considerations

Universal Design for Learning (UDL), as applied to assessments, is a framework that provides
flexibility in the way information is presented and in the ways students demonstrate knowledge
and skills. This reduces barriers while maintaining high expectations for all students, including
students with disabilities and students who are limited English proficient. In the Oklahoma
Grade 6 tests, items and instructions have been designed to provide maximum readability,
comprehensibility, and legibility for all students. This includes such design aspects as reducing
the language load in content areas other than Language Arts, increasing the font size, displaying
fewer items per page, and boxing the items to assist visual focus.
Page 4 Grade 6 Mathematics Test and Item Specifications

Online Administration
Test questions will be presented one at a time.
The stimulus and question will appear on the screen at the same time.
Answers may be selected by using the mouse to click on the radio button to the left of the answer
choice.
Navigation buttons appear at the bottom of the page for each question. For longer items, a scroll
bar will appear on the right-hand side of the window to allow scrolling through the answer choices.
Tools (including a calculator on the Grade 6 Mathematics assessment) appear at the bottom of
the screen/page to aid in answering questions.
Students will be able to use scratch paper for all online assessments. This paper must be
collected and destroyed by the test administrator immediately following the test. The test
administrator must not look at what the student has written on the scratch paper.
Testing Schedules
This section appears in all of the test specification documents and is provided to give the reader a
general sense of the overall testing program at this particular grade level.
Each Grade 6 test is meant to be administered in two sessions within one day with a break given
between sessions or on consecutive days. Estimated time for scheduling purposes is given in the
table below.
Grade 6 Mathematics Online Test Time Schedule
Distributing login information Approximately 5 minutes
Test instructions/tutorial and reviewing sample items Approximately 15 minutes
Total: Approximately 20 minutes

Administering Section 1 of the G6 Mathematics Online Test Approximately 40 minutes
Administering Section 2 of the G6 Mathematics Online Test Approximately 40 minutes
Item Types
The test will consist of a combination of multiple choice and technology enhanced items.
Most stems are positively worded—avoiding the use of the word “not.” If a negative is required,
it is underlined for emphasis (e.g., if a bag has the same number of red, blue, and black marbles,
what is the probability that a marble randomly selected from the bag is not red?).
Multiple-Choice Item Guidelines

• All items must clearly indicate what is expected in a response and direct students to focus
on their responses.
• Each multiple-choice item has a stem (question, statement, and/or graphic component)
and four answer options—the correct answer and three distractors. Distractors will be
developed based on the types of errors students are most likely to make.

• Multiple-choice item stems ask a question or pose a clear problem so that students will
know what to do before looking at the answer choices. Students should not need to read all
answer choices before knowing what is expected. A stem will seldom include an incomplete
sentence.
Technology Enhanced Item Guidelines

• Technology Enhanced Items (TEIs) should be used to more authentically address some
aspects of the OAS performance expectations and/or provide more opportunity for students
to construct rather than select their response.
• Interaction types vary. Reference sample items for the various types of TEIs. Each TEI
contains only one interaction type per item.
• For each TEI, the interaction type used is that which is the most appropriate and
enhancing to the construct to be measured.
• Each TEI is structured to contain the question (content) first followed by directions for how
to complete the interaction in that item. Consistent style and language are used in these
directions (e.g., “Drag the pictures,” “Click the object,” etc).
In summary, Grade 6 test items assess whether students understand algebraic concepts and
procedures, whether they can communicate their understandings effectively in mathematical
terms, and whether they can approach problems and develop viable solutions.
Stimulus Materials
Stimulus materials are the tables, charts, graphs, passages, and illustrations students must use
in order to respond to items. The following characteristics are necessary for stimulus materials:
1. A stimulus that gives information must precede a question or a set of questions.
2. When students are given information to evaluate, they should know the question and
the purpose of the information.
3. Passages, graphics, tables, etc., provide sufficient information for assessment of
multiple objectives.
4. Stimulus materials for a set of items may be a combination of multiple stimuli.
5. Information in stimulus materials is based on situations students would encounter in
or beyond school.
6. For conceptual items, stimulus materials are necessary but not conceptually sufficient
for student response.
7. There is a balance of graphic and textual stimulus materials within a test form.
Approximately 50 percent of the items will have appropriate pictorial or graphical
representations. Graphs, tables, or figures are clearly associated with their intended
items. Graphics appear on the same page as the textual stimulus or on the facing page.

General Considerations—Oklahoma School Testing Program
1. Items deal with issues and details that are of consequence in the stimulus and central to
students’ understanding and interpretation of the stimulus.
2. Test items are varied and address all OAS standards listed in the Test Blueprint.
3. To the greatest extent possible, no item or response choice clues the answer to any other item.
4. All items reviewed and approved by the Oklahoma Item Review Committee are assigned
an OAS strand, standard, and/or objective. The Test Blueprints and score reports reflect the
degree to which each OAS strand and standard is represented on the test.
5. Test items are tied closely and particularly to the stimuli from which they derive, so that
the impact of outside (prior) knowledge, while never wholly avoidable, is minimized.
6. Each multiple-choice item contains a question and four answer options, only one of which
is correct. Correct answers will be approximately equally distributed among A, B, C, and D
responses.
7. Distractors adopt the language and sense of the material in the stimuli so that students
must think their way to the correct answer rather than simply identify incorrect responses
by virtue of a distractor’s obviously inappropriate nature.
8. Distractors should always be plausible (but, of course, incorrect) in the context of the
stimulus. Students should not be able to rule out a wrong answer or identify a correct
response solely because it looks different from the other answer choices.
9. Order of presentation of item types is dictated by logic (chronological, spatial, etc.).
10. Items are worded precisely and clearly. The better focused an item, the more reliable and
fair it is certain to be, and the more likely all students will understand it in the same way.
11. The range of items measuring an OAS standard consisting of more than one skill will
provide a balanced representation of those skills.
12. Items should be focused on what all students should know and be able to do as they
complete their Grade 6 coursework.
13. The responses “Both of the above,” “All of the above,” “None of the above,” and “Neither of
the above” will not be used.
14. The material presented is balanced, culturally diverse, well written, and of interest to
Grade 6 test level students. The stimuli and items are fairly presented in order to gain a
true picture of students’ skills.
15. Across all forms, a balance of gender and active/passive roles by gender is maintained.
16. Forms attempt to represent the ethnic diversity of Oklahoma students.
17. Approved calculators and the formula sheet on page 9 may be used on the Grade 6
Mathematics test. No other resource materials may be used by students during the test.
More information regarding the calculator policy can be found at http://sde.ok.gov/sde/
assessment-administrator-resources-administrators.
18. The stimuli avoid subject matter that might prompt emotional distress on the part of the
students.
19. Permission to use stimuli from copyrighted material is obtained as necessary by testing
vendor.

Considerations Specific to the Grade 6 Mathematics Test
It is necessary to create test items that are reliable, fair, and targeted to the Oklahoma Academic
Standards listed on the following pages. There are some general considerations and procedures
for effective item development.
These considerations include, but are not limited to, the following:
1. Each test form contains items assessing all content standards.
2. Test items that assess each standard are not limited to one particular type of response
format.
3. Test questions attempt to focus on content that is authentic and that Grade 6 level
students can relate to and understand.
4. Test items are worded precisely and clearly. The better focused an item, the more
reliable and fair it is likely to be, and the more likely all students will understand what
is required of them.
5. All items are reviewed to eliminate language that shows bias or that would otherwise
likely disadvantage a particular group of students. That is, items do not display unfair
representations of gender, race, ethnicity, disability, culture, or religion; nor do items
contain elements that are offensive to any such groups.
6. Items are written so that calculations are kept to a minimum, and numbers are
selected to minimize the time spent on computations.
7. All test items and answer choices have appropriate labels and units.
8. Most graphs are placed on a gray grid, with the x- and y-axes labeled and marked.
All items developed using these specifications are reviewed annually by Oklahoma educators and approved by
the Oklahoma State Department of Education. The distribution of newly developed items is based on difficulty,
cognitive ability, percentage of art/graphics, and grade-level appropriateness as determined by an annual Item
Development Plan approved by the Oklahoma State Department of Education.

Grade 6 Mathematics Formula Sheet
Oklahoma State Testing Program

6 Grade Mathematics Formula Sheet
th
UNIT CONVERSIONS
1 foot = 12 inches 1 pound = 16 ounces 1 cup = 8 fluid ounces
1 yard = 3 feet 1 ton = 2000 pounds 1 pint = 2 cups
1 mile = 5280 feet 1 kilogram = 1000 grams 1 quart = 2 pints
1 mile = 1760 yards 1 gallon = 4 quarts
1 meter = 100 centimeters
1 meter = 1000 millimeters
AREA
1
Square 𝐴𝐴 = 𝑠𝑠 2 Triangle 𝐴𝐴 = 𝑏𝑏ℎ
2
Rectangle 𝐴𝐴 = 𝑙𝑙𝑙𝑙 Parallelogram 𝐴𝐴 = 𝑏𝑏ℎ

Overview of Item Specifications
For each OAS strand, item specifications are organized under the following headings:
• OAS Strand
• OAS Standard
• OAS Objectives
• Item Specifications
a. Emphasis
b. Stimulus Attributes
c. Format
d. Content Limits
e. Primary Process Standard(s)
f. Distractor Domain
g. Sample Test Items
The headings “OAS Strands” and “OAS Standards” state the OAS strand followed by the OAS
standard being measured in the mathematics section of the Oklahoma Academic Standards
document.
For each standard, the information under the heading “Item Specifications” highlights important
points about a test item’s emphasis, format, content limits, and distractor domain. Sample test
items are provided with each strand to illustrate these specifications. Although it is sometimes
possible to score single items for more than one concept, all items in these tests are written to
address a single objective as the primary concept.
Note: With the exception of content limits, the Item Specifications offer suggestions of what might be included
and do not provide an exhaustive list of what can be included. For this reason, Item Specifications are only meant
to be a supplemental resource for classroom instruction.
In addition, the sample test items are not intended to be definitive in nature or construction—the stimuli and the
test items that follow them may differ from test form to test form, as may their presentations. Sample test items
are not intended to predict a student’s performance on the actual test, but rather to allow students to familiarize
themselves with the item types and formats that they may see on the test.

STANDARDS & SAMPLE ITEMS

OAS STRAND—NUMBER & OPERATIONS (N): STANDARD 6.N.1
6.N.1 Read, write, and represent integers and rational numbers expressed as fractions,
OAS STANDARD
decimals, percents, and ratios; write positive integers as products of factors; use
these representations in real-world and mathematical situations.
6.N.1.1 Represent integers with counters and on a number line and rational numbers on
a number line, recognizing the concepts of opposites, direction, and magnitude;
use integers and rational numbers in real-world and mathematical situations,
explaining the meaning of 0 in each situation.
6.N.1.2 Compare and order positive rational numbers, represented in various forms, or
OAS OBJECTIVES
integers using the symbols <, >, and =.

6.N.1.3 Explain that a percent represents parts “out of 100” and ratios “to 100.”
6.N.1.4 Determine equivalencies among fractions, decimals, and percents. Select among
these representations to solve problems.
6.N.1.5 Factor whole numbers and express prime and composite numbers as a product of
prime factors with exponents.
6.N.1.6 Determine the greatest common factors and least common multiples. Use common
factors and multiples to calculate with fractions, find equivalent fractions, and
express the sum of two-digit numbers with a common factor using the distributive
property.
Emphasis:
• Demonstrate the ability to represent integers with counters and on a number line.
• Demonstrate the ability to represent rational numbers on a number line.
• Demonstrate a working knowledge of the concepts of opposites, direction, and
magnitude.
• Demonstrate the ability to use integers and rational numbers in real-world and
ITEM SPECIFICATIONS
mathematical situations.
• Demonstrate the ability to explain the meaning of zero in real-world situations.
• Demonstrate a working knowledge of positive and negative integers to solve problems
in mathematical and real world contexts.
• Demonstrate the ability to convert, compare, and order rational numbers or integers.
• Demonstrate the ability to convert between a fraction, a decimal, and a percent to solve
a problem.
• Demonstrate an understanding of percent and what it represents.
• Demonstrate an understanding of prime and composite numbers as a product of prime
factors with exponents.
• Demonstrate the ability to find the greatest common factors and least common
multiples.
• Demonstrate the ability to use common factors and multiples to calculate with
fractions, find equivalent fractions, and express the sum of two-digit numbers with a
common factor using the distributive property.

Stimulus Attributes:
• Test items may include illustrations of the following: graphs, charts, coordinate graphs,
number lines, balances, rulers, thermometers, calculator displays, tables, data sets; line,
bar, and circle graphs; other diagrams, 10 x 10 grids, 1000’s blocks, and fraction strips.
Format:
• Represent integers with counters and on a number line
• Represent rational numbers on a number line
• Communicate the concepts of opposites, direction, and magnitude
• Identify and compare representations of positive and negative integers in real-life
contexts, explaining the meaning of 0 in each situation
• Convert between and among numerical representations of decimals, fractions, and
percents
• Compare and order two or more decimals, fractions, or percents
• Explain how a percent represents parts “out of 100” and ratios “to 100”
• Write positive integers as products of factors
• Factor whole numbers
• Find the greatest common factor
• Find the least common multiple
ITEM SPECIFICATIONS
• Use common factors and multiples to calculate with fractions

• Use common factors to find equivalent fractions
• Use common factors to express the sum of two-digit numbers with a common factor
using the distributive property
• Items may include fractions with different denominators
Content Limits:
• Limit integers to 4 digits
• Limit integers and rational numbers to decimals, fractions, percents, and ratios
• Limit fractions to halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths
• Limit decimals to 1000ths place
• Limit percents to up to and including 100 percent
• Limit real-world and mathematical contexts to age appropriate situations
Primary Process Standards:
• Develop Strategies for Problem Solving
• Develop the Ability to Communicate Mathematically
• Develop Mathematical Reasoning
• Develop a Deep and Flexible Conceptual Understanding
• Develop the Ability to Make Conjectures, Model, and Generalize
Distractor Domain:
• Common errors
• Incorrect comparisons
• Misidentification of integers
• Incorrect procedures
• Computational errors
• Misunderstanding of mathematical symbols

155467A
1 The office building shown has shaded windows for the rooms in which
the lights are turned off.
What portion of the rooms have their lights turned off?

2
A 3
3
B
4
C 15%
D 60%
Standard: 6.N.1.4 Determine equivalencies among fractions, decimals, and percents. Select among these representations
to solve problems.
Depth-of-Knowledge: 2
This item is a DOK 2 because it requires the student to find the number of rooms with lights turned off and then express
this as a fraction.
Distractor Rationale:
A. The student saw that on the top or bottom floor there are 2 unshaded windows and 3 shaded windows.
B. Balance distractor
C. The student found the number of shaded windows, 15, and thought this meant 15%.
D. Correct. The student demonstrated an ability to determine equivalency among a fraction and a percent to solve a
problem.

147939A
2 Four friends played a game. At the end of the game, their scores were
−8, −2, 1, and −3. What is the lowest score?
A −8
B −2
C 1
D −3
Standard: 6.N.1.1 Represent integers with counters and on a number line and rational numbers on a number line,
recognizing the concepts of opposites, direction, and magnitude; use integers and rational numbers in real-world and
mathematical situations, explaining the meaning of 0 in each situation.
This item is a DOK 1 because it requires the student to complete a simple procedure, comparing numbers and identifying
the lowest.
A. Correct. The student demonstrated an ability to recognize the concept of magnitude by ordering numbers.
B. Student knew –2 was smaller than 1, but thought since 2 < 8, –2 must be smaller than –8.
C. The student chose the smallest number, ignoring the negative signs.
D. Possible response
492721
Standard: 6.N.1.2 Compare and order positive rational numbers, represented in various forms, or integers using the
symbols <, >, and =.
This item is a DOK 1 because it requires the student to complete a simple procedure, ordering numbers from smallest to
largest.
Sample Distractor Rationales:
Correct
–8 < –6 < 0 < 7
Incorrect
0 < –6 < 7 < –8
The student ignored the negative signs.
–6 < –8 < 0 < 7
The student knew that the negative numbers were smaller, but didn't know how to order –6 and –8.

6.N.2 Add and subtract integers in order to solve real-world and mathematical problems.
OAS STANDARD
6.N.2.1 Estimate solutions to addition and subtraction of integers problems in order to

OAS OBJECTIVES
assess the reasonableness of results.

6.N.2.2 Illustrate addition and subtraction of integers using a variety of representations.
6.N.2.3 Add and subtract integers; use efficient and generalizable procedures including but
not limited to standard algorithms.
Emphasis:
• Demonstrate an ability to assess the reasonableness of results of estimated solutions to
addition and subtraction of integers problems.
• Demonstrate a working knowledge of positive and negative integers to solve problems
in mathematical and real-world contexts.
• Demonstrate the ability to represent addition and subtraction of integers through
illustration.
ITEM SPECIFICATIONS
• Demonstrate the ability to add and subtract integers.

• Test items may include illustrations of coordinate graphs, number lines, balances,
deposits and withdrawals, rulers, thermometers, tables, graphs, charts, maps, data sets,
and other diagrams.
Format:
• Assess the reasonableness of results by estimating solutions to addition and
subtraction of integers problems
• Select, apply, and justify the use of the basic operations on positive and negative
integers to solve problems in mathematical, geometric, and real-world contexts
• Use illustrations to represent addition and subtraction of integers
Content Limits:
• Limit operations to addition and subtraction

ITEM SPECIFICATIONS

Distractor Domain:
• Common errors
• Incorrect use of rules or properties
• Incorrect representation of problem
147987A
4 Eli’s family had $60 for a party. They spent $28 on food. They were
given an additional $10. This expression shows how much money, in
dollars, Eli’s family has available for the party.
60 + − 28 + 10
How much money does Eli’s family have available for the party?
A $22
B $42
C $58
D $98
Standard: 6.N.2.3 Add and subtract integers; use efficient and generalizable procedures including but not limited to
standard algorithms.
This item is a DOK 1 because it requires the student to complete a simple procedure, adding and subtracting integers.
A. The student subtracted 10 instead of added 10.
B. Correct. The student demonstrated an ability to add and subtract integers.
C. Balance distrctor
D. The student ignored the negative sign on 28.

147374A
5 The temperature at a location was –12° Fahrenheit (°F). The table

shows the changes in temperature over the next 4 hours.
Changes in Temperature
Change in
Hour
Temperature (°F)
1 4
2 –3
3 –5
4 3
What is the temperature at the end of the 4th hour?

A −13 °F
B −11 °F
C 11 °F
D 13 °F
Standard: 6.N.2.3 Add and subtract integers; use efficient and generalizable procedures including but not limited to
standard algorithms.
This item is a DOK 2 because it requires the student to extract information from the table and then add and subtract
integers.
A. Correct. The student demonstrated an ability to add and subtract integers.
C. The student missed the negative on −12.
D. The student computed −12 + 4 − 3 − 5 + 3 = −13, but then forgot the negative sign for the answer.

6.N.3 Understand the concept of ratio and its relationship to fractions and percents and to
OAS STANDARD
the multiplication and division of whole numbers. Use ratios to solve real-world and
mathematical problems.
6.N.3.1 Identify and use ratios to compare quantities. Recognize that multiplicative
OAS OBJECTIVES
comparison and additive comparison are different.

6.N.3.2 Determine the unit rate for ratios.
6.N.3.3 Apply the relationship between ratios, equivalent fractions and percents to solve
problems in various contexts, including those involving mixture and concentrations.
6.N.3.4 Use multiplicative reasoning and representations to solve ratio and unit rate
problems.
Emphasis:
• Demonstrate the ability to identify and use ratios to compare quantities.
• Demonstrate an understanding of the difference between multiplicative comparison
and additive comparison.
• Demonstrate the ability to find the unit rate for ratios.
• Demonstrate the ability to use ratio and proportional relationships to estimate and
solve mathematical and real-world problems.
• Demonstrate the ability to solve percent application problems in mathematical and
real-world contexts.
• Demonstrate the ability to solve ratio and unit rate problems using multiplicative
ITEM SPECIFICATIONS
reasoning.
• Test items may include: illustrations of coordinate graphs, number lines, balances, two-
and three-dimensional geometric figures; illustrations of rulers, thermometers, beakers,
and other measuring instruments; calculator displays, tables, graphs, charts, maps,
scale drawings, frequency charts; line, bar, and picture graphs; Venn diagrams; stem-
and-leaf plots, box-and-whisker plots, scatter plots; histograms, circle graphs, data sets,
spinners, and other diagrams.
Format:
• Select and use ratios to compare quantities
• Identify the difference between multiplicative comparison and additive comparison
• Select the unit rate for ratios
• Select and apply ratios and proportions to solve problems in mathematical, geometric,
and real-world contexts
• Select and apply ratios and proportions among other methods to solve percent
application problems in mathematical, geometric, and real-world contexts
• Use multiplicative reasoning and representations to solve ratio and unit rate problems

Content Limits:
• Limit number of variables in a proportion to one
• Limit real-world contexts to age-appropriate situations
ITEM SPECIFICATIONS
• Limit decimal points to the thousandths

Distractor Domain:
• Common errors
• Use of incorrect equivalencies
152715A
6 In a survey of 292 students, about 9.9% have attended more than one
play. Which is closest to the number of students in the survey who have
attended more than one play?
A 3 students
B 10 students
C 20 students
D 30 students
Standard: 6.N.3.3 Apply the relationship between ratios, equivalent fractions and percents to solve problems in various
contexts, including those involving mixture and concentrations.
This item is a DOK 2 because it requires the student to determine how to solve the problem and then find the closest, not
the exact, answer.
A. The student confused 10% and 1%
B. The student thought 10% was the same as 10 students.
C. The student rounded 292 to 200.
D. Correct. The student demonstrated an ability to apply the relationship between ratios and percents to solve a
problems with a real-world context.

148858A
7 During soccer practice, the goalie blocked 72% of the shots attempted
by the opponents. If the goalie blocked a total of 18 shots, how many
total shots were attempted?
A 5
B 13
C 20
D 25
Standard: 6.N.3.3 Apply the relationship between ratios, equivalent fractions and percents to solve problems in various
contexts, including those involving mixture and concentrations.
This item is a DOK 2 because it requires the student to decide how to approach the problem, finding the total number of
shots attempted when given the percentage and number of shots blocked.
A. The student found 28% of 18, then rounded to the nearest whole number.
B. The student found 72% of 18, then rounded to the nearest whole number.
C. Balance distractor
D. Correct. The student demonstrated an ability to apply the relationships between ratios, equivalent fractions, and
percents to solve a real-world problem.

620212
Standard: 6.N.3.1 Identify and use ratios to compare quantities. Recognize that multiplicative comparison and additive
comparison are different.
This item is a DOK 2 because it requires the student to compare many different colors of crayons using ratio.

620212 (Continued)

Correct
Incorrect
Based on the information in the table, the ratio of blue crayons
to red crayons in the box is: 5 to 8.
The student found the correct number for blue, but chose an incorrect number for red.
Based on the information in the table, the ratio of green crayons

to yellow crayons is: 1 to 9.
The student did not understand that the order of the crayons in the ratio is important.
Based on the information in the table, the ratio of green crayons

to yellow crayons is: 7 to 6.
The student’s ratio showed green crayons to green minus yellow crayons.

6.N.4 Multiply and divide decimals, fractions, and mixed numbers; solve real-world and
OAS STANDARD
mathematical problems with rational numbers.
6.N.4.1 Estimate solutions to problems with whole numbers, decimals, fractions, and mixed
numbers and use the estimates to assess the reasonableness of results in the context
OAS OBJECTIVES
of the problem.
6.N.4.2 Illustrate multiplication and division of fractions and decimals to show connections
to fractions, whole number multiplication, and inverse relationships.
6.N.4.3 Multiply and divide fractions and decimals using efficient and generalizable
procedures.
6.N.4.4 Solve and interpret real-world and mathematical problems including those involving
money, measurement, geometry, and data requiring arithmetic with decimals,
fractions and mixed numbers.
Emphasis:
• Demonstrate the ability to find the solution to problems involving rational numbers
• Demonstrate the ability to estimate the solution to problems involving rational
ITEM SPECIFICATIONS
numbers
• Demonstrate the ability to use an estimate to determine the reasonableness of answer
• Demonstrate the understanding of multiplication and division of fractions and decimals
by using illustrations
• Demonstrate the ability to find products and quotients using fractions and decimals
• Demonstrate the ability to solve and interpret real-world and mathematical problems
involving multiplication and division of fractions and decimals
• Test items may include illustrations of the following: number lines, 10 x 10 grids,
base-10 blocks, cubes, other counting manipulatives, balances, two-dimensional
geometric figures, tables, graphs, charts, maps, scale drawings, bar graphs, picture
graphs, data sets, and other diagrams.

Format:
• Use estimation strategies to solve mathematical and real-world problems involving
whole numbers, decimal numbers, fractions, and percents
• Use estimation strategies to determine the soundness of solutions to mathematical and
real-world problems involving whole numbers, decimal numbers, fractions, and percents
• Items may include fractions with different denominators
• Use graphs, grids, and other representations of fractions and decimals to illustrate
problems involving products and quotients
• Multiply decimals with one- or two-digit multipliers
• Divide whole numbers by two-digit divisors with and without remainders expressed as
whole numbers or fractions
• Divide decimals by two-digit divisors without remainder
• Use estimation strategies to solve mathematical and real-world problems involving
money, measurement, geometry, and data requiring multiplication and division with
decimals, fractions, and mixed numbers
• Interpret the solution to mathematical and real-world problems involving money,
ITEM SPECIFICATIONS
measurement, geometry, and data requiring multiplication and division with decimals,
fractions, and mixed numbers
Content Limits:
• Limit numbers to whole numbers, decimal numbers, fractions, and mixed numbers
• Limit decimals to the 1000ths place
• Limit fractions to halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths
• Limit operations to multiplication and/or division
• Limit mathematical and real-world contexts to age-appropriate situations
• Limit dividends to four digits
• Limit multiplicands to three digits
• Limit multi-step problems to three operations
Distractor Domain:
• Common errors
• Rounding errors
• Error in expression of remainder as fraction

147751A
9 Mr. Lopez bought several types of meat for a party. The amount, in
pounds, of each type he bought is shown in the table.
Meats
Amount
Type
(pounds)
ham 2.53
pastrami 0.44
turkey 3.61
roast beef 1.49
salami 1.92
Which is closest to the total amount of meat Mr. Lopez bought?

A 7 pounds
B 8 pounds
C 10 pounds
D 12 pounds
Standard: 6.N.4.4 Solve and interpret real-world and mathematical problems including those involving money,
measurement, geometry, and data requiring arithmetic with decimals, fractions and mixed numbers.
This item is a DOK 2 because the student must extract the information from the table and then find the closest, not the
exact, answer.
A. The student ignored the decimals and added the numbers in the ones places only.
B. The student ignored the decimals and added the numbers in the ones places only and then added 1 more to account
for the decimals.
C. Correct. The student demonstrated an ability to estimate the solution to an addition of integers problem.
D. The student rounded each amount up to the next whole number and then added.

153425A
10 A 4 1-pound bag of jellybeans is shared equally by 6 friends. What

2
amount of jellybeans does each friend get?
A 1 pound
2
3
B pound
4
1
C 1 pounds
6
1
D 1 pounds
3
Standard: 6.N.4.3 Multiply and divide fractions and decimals using efficient and generalizable procedures.
This item is a DOK 2 because the student must use a strategy to divide a mixed number by a whole number, resulting in a
fractional answer.
A. The student chose a denominator of 2 because the original mixed number had a denominator of 2.
B. Correct. The student demonstrated an ability to divide a mixed number by a whole number.
C. The student chose a denominator of 6 because the jellybeans will be shared equally by 6 friends.
D. Balance distractor

OAS STRAND—ALGEBRAIC REASONING & ALGEBRA (A): STANDARD 6.A.1
6.A.1 Recognize and represent relationships between varying quantities; translate from
OAS STANDARD
one representation to another; use patterns, tables, graphs and rules to solve real-
world and mathematical problems.
6.A.1.1 Plot integer- and rational-valued (limited to halves and fourths) ordered-pairs as
coordinates in all four quadrants and recognize the reflective relationships among
OAS OBJECTIVES
coordinates that differ only by their signs.

6.A.1.2 Represent relationships between two varying quantities involving no more than
two operations with rules, graphs, and tables; translate between any two of these
representations.
6.A.1.3 Use and evaluate variables in expressions, equations, and inequalities that arise
from various contexts, including determining when or if, for a given value of the
variable, an equation or inequality involving a variable is true or false.
Emphasis:
• Demonstrate a working knowledge of the location of points on a coordinate grid.
• Demonstrate the ability to plot ordered-pairs as coordinates on a coordinate grid.
• Demonstrate an understanding of the reflective relationships among coordinates that
differ only by their signs.
• Demonstrate the ability to identify and analyze number patterns from a variety of
sources; identify and develop algebraic rules for number patterns.
• Demonstrate the ability to use variables to represent algebraic relationships.
• Demonstrate the ability to write and solve simple linear equations for mathematical
and real-world contexts.
ITEM SPECIFICATIONS
• Demonstrate the ability to use variables to represent quantities in expressions,

equations, and inequalities including non-strict inequalities.
• Demonstrate the ability to use the order of operations to find the value of an algebraic
expression.
• Demonstrate the ability to write and evaluate simple equations, expressions, and
inequalities for mathematical and real-world contexts.
• Test items may include illustrations of the following: sequences, coordinate graphs,
number lines, balances, calculator displays, two-dimensional geometric figures,
protractors, geoboards, other geometric manipulatives, tables, graphs, charts, diagrams,
maps, data sets, other diagrams, counting manipulatives, equivalency statements, and
algebraic expressions.
Format:
• Plot points for identified coordinates on a coordinate plane or map
• Identify the reflective relationships among coordinates that differ only by their signs
• Identify and analyze patterns of numbers from graphs, sequences, tables, and other
data sources
• Identify missing numbers in number patterns

Format continued:
• Use variables to generalize a number pattern algebraically
• Use variables to develop rules which describe a pattern of numbers algebraically
• Write algebraic expressions for mathematical and real-world contexts
• Model and translate among algebraic and pictorial representations of simple linear
equations
• Write and evaluate linear equations involving mathematical and real-world contexts
• Evaluate one-step linear inequalities
• Identify one-step inequalities that model mathematical and real-world situations
• Use variables as unknowns
• Substitute numerical values for variables in algebraic expressions
• Use the rules for order of operations with rational numbers to find the value of
algebraic expressions
• Items may include parentheses
equations
Content Limits:
ITEM SPECIFICATIONS
• Use all four quadrants

• Limit required operations to addition, subtraction, multiplication, and division
• Limit description of rules to one variable
• Limit to one variable in expressions, equations, and inequalities
• Limit coefficients to whole numbers or common fractions. Limit fractional coefficients to
halves, thirds, fourths, fifths, sixths, eighths, tenths, and twelfths.
• Limit inequalities to one step
• Limit multiplication and division to positive rational numbers
• Limit operations to addition, subtraction, multiplication, and division
• Limit values of the variable to up to two-digit whole numbers
• Limit equations to two steps
Distractor Domain:
• Common errors
• Incorrect interpretation of data display
• Order of operations errors
• Inappropriate operations with variables

147750A
11 The table shows the total number of pictures Cal took by the end of each
week.
Cal’s Pictures
Total
Week
Number of
(w)
Pictures
1 4
2 8
3 12
4 16
Based on this pattern, which expression can be used to find the total
number of pictures Cal took by the end of w weeks?
A 2•w
B 4•w
C w + 12
D 4•w+4
Standard: 6.A.1.2 Represent relationships between two varying quantities involving no more than two operations with
rules, graphs, and tables; translate between any two of these representations.
This item is a DOK 2 because it requires the student to first figure out the pattern presented in a table and then explain
the relationship between terms in the pattern using an algebraic expression.
A. The student saw that the total number of pictures doubled from week 1 to week 2.
B. Correct. The student demonstrated an ability to represent a real-world situation using an expression involving a
variable.
C. The student added the values from week 1 and week 2 to get 12.
D. The student thought you had to add the 4 from week 1.

149239A
12 Ms. Jones wrote this rule on the board.
“a number, n, increased by eighteen”
Which expression represents the rule Ms. Jones wrote on the board?
A n + 18
B n − 18
C n • 18
D n ÷ 18
Standard: 6.A.1.3 Use and evaluate variables in expressions, equations, and inequalities that arise from various contexts,
including determining when or if, for a given value of the variable, an equation or inequality involving a variable is true or
false.
This item is a DOK 1 because it requires the student to complete a simple procedure, turning a expression given in words
into an algebraic expression.
A. Correct. The student demonstrated an ability to write an expression with a variable from a rule given in words.
B. The student used the wrong operation.
C. The student used the wrong operation.
D. The student used the wrong operation.

6.A.2 Use properties of arithmetic to generate equivalent numerical expressions and
OAS STANDARD
evaluate expressions involving positive rational numbers.
6.A.2.1 Generate equivalent expressions and evaluate expressions involving positive

OAS OBJECTIVES
rational numbers by applying the commutative, associative, and distributive

properties and order of operations to solve real-world and mathematical problems.
Emphasis:
• Demonstrate the ability to generate equivalent expressions for mathematical and real-
world contexts.
• Demonstrate the ability to evaluate expressions for mathematical and real-world
contexts.
• Demonstrate the ability to use the commutative, associative, and distributive properties
to find the value of a numerical expression.
• Demonstrate the ability to use the order of operations to find the value of a numerical
expression.
ITEM SPECIFICATIONS
• Test items may include coordinate graphs, number lines, calculator displays, tables,
graphs, charts, data sets, equivalency statements, and algebraic expressions.
Format:
• Write and solve equivalent expressions involving mathematical and real-world contexts
• Use the rules for order of operations with rational numbers to find the value of
expressions
• Use the commutative, associative, and distributive properties to find the value of a
numerical expression
• Items may include exponents and parentheses
Content Limits:
• Limit coefficients of variables to positive integers and fractions
• Limit fractional coefficients to halves, thirds, fourths, fifths, sixths, eighths, tenths, and
twelfths
• Limit exponents to natural numbers
• Limit decimals to the hundredths place

ITEM SPECIFICATIONS

Distractor Domain:
• Common errors
149629A
13 What is the value of this expression?
10 ÷ 2 + 3 × 5 − 3
A 4
B 7
C 17
D 37
Standard: 6.A.2.1 Generate equivalent expressions and evaluate expressions involving positive rational numbers
by applying the commutative, associative, and distributive properties and order of operations to solve real-world and
This item is a DOK 2 because it requires the student to evaluate a multi-step expression using the order of the operations.
A. Balance distractor
B. Correct. The student demonstrated an ability to evaluate an expression using positive rational numbers by applying
the order of operations.
C. The student computed (10 ÷ 2) + (3 × 5) − 3.
D. The student computed from left to right, ignoring the order of operations.

149643A
14 What is the value of this numerical expression?
3.27 + 4.06 × 2 – (3.19 – 0.18)
A 11.65
B 11.29
C 8.38
D 8.02
This item is a DOK 2 because it requires the student to evaluate a multi-step expression using the order of the operations.
A. The student computed what was in the parenthesis first and then computed from left to right ignoring, the order of
operations.
B. The student computed from left to right, ignoring the order of operations and the parenthesis.
C. Correct. The student demonstrated an ability to evaluate an expression using the order of operations.
D. The student performed the multiplication first and then computed from left to right, ignoring the order of operations.

479089
15
Standard: 6.A.2.1 Generate equivalent expressions and evaluate expressions involving positive rational numbers by
applying the commutative, associative, and distributive properties and order of operations to solve real-world and
This item is a DOK 2 because it requires the student to find equivalent representations of expressions using different
properties.
Correct Incorrect
5(6 + 8) 40 + 48 5(6 + 8) 40 + 48
48 + 30 8 + 30 48 + 30 8 + 30
(5 + 6) × 8 6(5 + 8) (5 + 6) × 8 6(5 + 8)
5 + 48 40 + 30 5 + 48 40 + 30
6×5+8 5+6×8 6×5+8 5+6×8
The student did not know how to apply the distributive property.

6.A.3 Use equations and inequalities to represent real-world and mathematical problems
OAS STANDARD
and use the idea of maintaining equality to solve equations. Interpret solutions in
the original context.
6.A.3.1 Represent real-world or mathematical situations using expressions, equations, and

OAS OBJECTIVES
inequalities involving variables and rational numbers.

6.A.3.2 Use number sense and properties of operations and equality to solve real-world and
mathematical problems involving equations in the form x + p = q and px = q, where
x, p, and q are nonnegative rational numbers. Graph the solution on a number line,
interpret the solution in the original context, and assess the reasonableness of the
solution.
Emphasis:
• Use variables to express real-world or mathematical situations algebraically.
• Demonstrate the ability to write and solve expressions, equations, and inequalities for
mathematical and real-world contexts.
• Demonstrate the ability to interpret the solution of an equation in the original context
of the problem.
• Demonstrate the ability to assess the reasonableness of a solution of an equation.
• Test items may include illustrations of the following: coordinate graphs, number lines,
ITEM SPECIFICATIONS
calculator displays, tables, graphs, charts, and data sets.

Format:
• Write algebraic expressions for mathematical and real-world contexts
• Write algebraic equations for mathematical and real-world contexts
• Write algebraic inequalities for mathematical and real-world contexts
equations
• Use variables as unknowns
• Substitute numerical values for variables in algebraic expressions, equations, and
inequalities
• Use the properties of operations with rational numbers to find the value of algebraic
expressions, equations, and inequalities
• Items may include parentheses
equations, including graphing the solution on a number line
• Use the original context to interpret the solution
• Assess the reasonableness of the solution
• Write and solve equations in the form of x + p = q and px = q, where x, p, and q are
nonnegative rational numbers, involving mathematical and real-world contexts

Content Limits:
• Limit to one variable in expressions, equations, and inequalities
• Limit operations to addition, subtraction, multiplication, and division
• Limit values of the variable to up to two-digit whole numbers
• Limit equations and inequalities to one step
• Limit coefficients of variables to positive whole numbers and fractions
• Limit fractional coefficients to halves, thirds, fourths, fifths, sixths, eighths, tenths, and
ITEM SPECIFICATIONS
twelfths
Distractor Domain:
• Common errors

153208A
16 Yanni balanced a scale as shown.
How many s equal n ?

A 3
B 8
C 11
D 14
Standard: 6.A.3.1 Represent real-world or mathematical situations using expressions, equations, and inequalities
involving variables and rational numbers.
This item is a DOK 2 because it requires the student to use a balance scale to determine the value of one object in
relation to another object.
A. The student focused on the 3 circles on the left side of the balance scale.
B. Correct. The student demonstrated an ability to represent a mathematical situation using an equation.
C. The student added the 8 circles on the right to the 3 on the left.
D. The student added the 8 circles on the right to the 3 on the left and then added 3 more for the value of n.

152775A
17 A student survey showed there were more dog owners than cat owners.
There were 21 cat owners in the survey. If d represents the number
of dog owners, which inequality shows the relationship between the
number of dog and cat owners in this survey?
A d > 21
B d ≥ 21
C d < 21
D d ≤ 21
Standard: 6.A.3.1 Represent real-world or mathematical situations using expressions, equations, and inequalities
involving variables and rational numbers.
This item is a DOK 2 because it requires the student to translate a verbal description of a real-life situation into an
inequality.
A. Correct. The student demonstrated an ability to represent a real-world situation using an expression involving a
variable.
B. The student thought that the number of dog owners could be the same as the number of cat owners or did not
understand what the greater than or equal to symbol means.
C. The student confused the less than and greater than symbols.
D. The student confused the less than and greater than symbols and thought that the number of dog owners could be the
same as the number of cat owners or did not understand what the less than or equal to symbol means.

154049A
18 Carly has $10. She used this equation to determine how many tickets, n,
she can buy.
2 • n = 10
How many tickets can Carly buy?

A 5 tickets
B 8 tickets
C 12 tickets
D 20 tickets
Standard: 6.A.3.2 Use number sense and properties of operations and equality to solve real-world and mathematical
problems involving equations in the form x + p = q and px = q, where x, p, and q are nonnegative rational numbers. Graph
the solution on a number line, interpret the solution in the original context, and assess the reasonableness of the solution.
This item is a DOK 1 because it requires the student to complete a simple procedure, solving for a variable in an equation.
A. Correct. The student demonstrated an ability to solve a real-world problem involving an equation with one variable.
B. The student computed 10 − 2.
C. The student computed 10 + 2.
D. The student computed 10 × 2.

OAS STRAND—GEOMETRY & MEASUREMENT (GM): STANDARD 6.GM.1
6.GM.1 Calculate area of squares, parallelograms, and triangles to solve real-world and
OAS STANDARD
6.GM.1.1 Develop and use formulas for the area of squares and parallelograms using a variety
OAS OBJECTIVES
of methods including but not limited to the standard algorithm.

6.GM.1.2 Develop and use formulas to determine the area of triangles.
6.GM.1.3 Find the area of right triangles, other triangles, special quadrilaterals, and polygons
that can be decomposed into triangles and other shapes to solve real-world and
Emphasis:
• Develop formulas to calculate the area of squares, parallelograms, and triangles.
• Demonstrate the ability to use formulas to calculate the area of squares,
parallelograms, and triangles.
• Demonstrate the ability to decompose a polygon into triangles, squares, and rectangles.
• Demonstrate the ability to use the formulas for the areas of squares, parallelograms,
and triangles to decompose a polygon and calculate the area of the polygon.
ITEM SPECIFICATIONS
• Test items may include illustrations of the following: diagrams of rectangles or

squares, dot grids, geoboards, other geometric manipulatives, coordinate graphs,
two-dimensional geometric figures, rulers, calculator displays, tables, graphs, charts,
combined forms, maps, scale drawings, formulas, and other diagrams.
Format:
• Use the formula to find the area of a square, parallelogram, triangle, or polygon that
can be decomposed into triangles and other shapes
• Apply the formulas used to find the area of squares, parallelograms, triangles, or
polygons that can be decomposed into triangles and other shapes in a variety of
contexts
• Decompose polygons into triangles, squares, and rectangles
• Apply combinations of formulas to determine the area of polygons
• Formulas may or may not be given
Content Limits:
• Limit figures to squares, parallelograms, triangles, and polygons that can be
decomposed into triangles, squares, and rectangles

ITEM SPECIFICATIONS

Distractor Domain:
• Common errors
• Use of incorrect formula
• Confusion between area and perimeter
• Incorrect use of rules, properties, or formulas
149273A
19 Mrs. Thompson has some square tiles. If each side measures 5 inches,
what is the area of 1 square tile?
A 25 square inches
B 20 square inches
C 10 square inches
D 5 square inches
Standard: 6.GM.1.1 Develop and use formulas for the area of squares and parallelograms using a variety of methods
including but not limited to the standard algorithm.
This item is a DOK 2 because it requires the student to know that squares have all sides that measure the same length
and then find the area of a square with a given side length.
A. Correct. The student demonstrated an ability to use a formula to find the area of a square.
B. The student found the perimeter.
C. The student computed 5 + 5.
D. The student computed 5 × 1.

148124A
20 Two architects designed an object in the shape of an equilateral

triangle. The height of the object is 13.5 meters, and the side length
is 15.6 meters. What is the area, in square meters, of the triangular
object?
A 315.9
B 210.6
C 105.3
D 46.8
Standard: 6.GM.1.3 Find the area of right triangles, other triangles, special quadrilaterals, and polygons that can be
decomposed into triangles and other shapes to solve real-world and mathematical problems.
This item is a DOK 2 because it requires the student to understand that the length of an equilateral triangle is the measure
of the base and use this to find the area of a triangle.
1
A. The student computed 1 2  base  height.
B. The student computed base  height.
C. Correct. The student demonstrated an ability to find the area of a triangle.
D. The student computed 3  base.

492723
21
Standard: 6.GM.1.3 Find the area of right triangles, other triangles, special quadrilaterals, and polygons that can be
decomposed into triangles and other shapes to solve real-world and mathematical problems.
This item is a DOK 2 because it requires the student to find the area of a composite figure.
Correct
The area of each shaded triangle is 36 square centimeters (cm2).
The area of each unshaded triangle is 48 square centimeters (cm2).
The total area of the figure is 264 square centimeters (cm2).
Incorrect
The student used A = B  h for the area of a triangle.
The student used A = B  h for the area of a triangle.
The student used A = B  h for the area of a triangle and then only found the area of the rectangle and two triangles.
The student found the area of half of the triangle because the triangle is divided by a dashed line.
The student found the area of half of the triangle because the triangle is divided by a dashed line.
The student found the area of half of the triangles because the triangles are divided by dashed lines.

6.GM.2 Understand and use relationships between angles in geometric figures.
OAS STANDARD
6.GM.2.1 Solve problems using the relationships between the angles (vertical, complementary,
OAS OBJECTIVES
and supplementary) formed by intersecting lines.

6.GM.2.2 Develop and use the fact that the sum of the interior angles of a triangle is 180° to
determine missing angle measures in a triangle.
Emphasis:
• Demonstrate a working knowledge of angle types and their measures formed by
intersecting lines.
• Demonstrate the ability to solve problems involving angle types and their measures
formed by intersecting lines.
• Demonstrate a working knowledge of the fact that the sum of the interior angles of a
triangle is 180°.
• Demonstrate the ability to determine the missing angle measure in a triangle.
ITEM SPECIFICATIONS
• Test items may include illustrations of the following: coordinate graphs, two-
dimensional geometric figures, protractors, geoboards, other geometric manipulatives,
tables, graphs, charts, maps, data sets, and other diagrams.
Format:
• Identify and compare angles and angle relationships based on their positions
in geometric figures, including the assessment of vertical, complementary and
supplementary angles
• Find the measures of angles based on their positions and relationships in geometric
figures
• Determine missing angle measures in a triangle
• Identify angle measures
Content Limits:
• Limit geometric figures to two dimensions
• Limit angle measurements given in diagrams to whole numbers up to 180°

ITEM SPECIFICATIONS

Distractor Domain:
• Common errors
• Angle relationship and parallel line misconceptions
• Misconceptions of vertical, complementary, and supplementary angle assumptions
149714A
22 Two lines intersect in the diagram shown below.
127º
xº
What is the value of x?

A 37
B 53
C 127
D 217
Standard: 6.GM.2.1 Solve problems using the relationships between the angles (vertical, complementary, and
supplementary) formed by intersecting lines.
This item is a DOK 1 because it requires the student to recall the definition of vertical angles.
A. The student computed 180−127 = 53 and then 90−53= 37.
B. The student thought the two angles were supplementary.
C. Correct. The student demonstrated an ability to use the relationships between angles formed by intersecting lines to
identify an angle measure.
D. The student thought the difference of the two angles must be 90.

479053
23 In the triangle shown, m∠

∠1 = m∠
∠2 and m∠
∠2 = 35°.
1 2
Which statement must be true?

A m∠1 + m∠3 = 35°
B m∠1 + m∠3 = 70°
C m∠1 + m∠3 = 145°
D m∠1 + m∠3 = 180°
Standard: 6.GM.2.2 Develop and use the fact that the sum of the interior angles of a triangle is 180° to determine
missing angle measures in a triangle.
This item is a DOK 2 because it requires the student to use the knowledge that the sum of the interior angles of a triangle
is 180° and use this to solve for unknown angle measures in a triangle.
A. The student chose because 35 degrees is part of the givens.
B. The student confused angle 2 and angle 3.
C. Correct. The student demonstrated an ability to use the fact that the sum of the interior angles of a triangle is 180°
to determine the missing angle measures in a triangle.
D. The student thought that the sum of two angles of a triangle equals 180°.

649411
24
Standard: 6.GM.2.1 Solve problems using the relationships between the angles (vertical, complementary, and
supplementary) formed by intersecting lines.
This item is a DOK 2 because it requires the student to use knowledge about the relationships between the angles formed
by intersecting lines and use this to identify the angle measures.
Correct

649411 (Continued)
Incorrect
45˚
The student thought all missing angle measurements appeared congruent.
60˚
The student thought the incorrect angle was complementary to the 30-degree angle.

6.GM.3 Choose appropriate units of measurement and use ratios to convert within
OAS STANDARD
measurement systems to solve real-world and mathematical problems.
6.GM.3.1 Estimate weights, capacities, and geometric measurements using benchmarks in

OAS OBJECTIVES
customary and metric measurement systems with appropriate units.

6.GM.3.2 Solve problems in various real-world and mathematical contexts that require the
conversion of weights, capacities, geometric measurements, and time within the
same measurement systems using appropriate units.
Emphasis:
• Apply knowledge of customary and metric units to estimate measurements.
• Apply concept of benchmarking to estimate weight, capacity, and other geometric
measurements of common objects.
• Apply knowledge of measurement concepts to determine appropriate unit and
measurement instrument for specific situations.
• Demonstrate the ability to convert and compute with measurements in the same
measurement system.
ITEM SPECIFICATIONS
• Demonstrate the ability to use conversions within the same measurement system to
solve real-world problems.
• Test items may include tables, graphs, charts, pictures, maps, data sets, diagrams,
two- and three-dimensional figures, other geometric manipulatives, rulers, protractors,
thermometers, beakers, balances, other measuring instruments, and number lines.
Format:
• Use a benchmark to estimate weight, capacity, or other geometric measurements in
customary or metric units
• Identify appropriate unit and instrument of measure needed to solve a weight, capacity,
or other geometric measurement problem
• Compute with and express solutions using customary unit conversions to solve
problems in mathematical, geometric, and real-world contexts
• Compute with and express solutions using metric conversions to solve problems in
mathematical, geometric, and real-world contexts
• Express solutions to problems involving customary or metric units in combined units

Content Limits:
• Limit to objects common to a sixth-grade student
• Limit units of length to millimeter, centimeter, meter, kilometer, inch, foot, yard, or mile
• Limit units of weight (mass) to gram, kilogram, ounce, pound, or ton
• Limit conversion to:
– inches to feet and feet to inches
– feet to yards and yards to feet
– minutes to hours and hours to minutes
– ounces to pounds and pounds to ounces
– pounds to tons and tons to pounds
– ounces to cups and cups to ounces
– cups to pints and pints to cups
– pints to quarts and quarts to pints
– quarts to gallons and gallons to quarts
– millimeters to centimeters and centimeters to millimeters
– centimeters to meters and meters to centimeters
ITEM SPECIFICATIONS
– grams to kilograms and kilograms to grams

– milliliters to liters and liters to milliliters
• Limit to linear measure, weight, mass, time, perimeter, area, and capacity
Distractor Domain:
• Insufficient development of concepts of inch, foot, yard, ounces, and pounds
• Misunderstanding the concept of benchmarking
• Insufficient development of concepts of millimeter, centimeter, meter, grams, and
kilograms
• Identify inappropriate unit of measure
• Select inappropriate measurement instrument
• Inappropriate procedure or incorrect value in conversion
• Common errors
• Errors in converting units

146949A
25 Which object weighs about 1 ounce?
A B
Book
Toothbrush
C D
Paper clip
Dog
Standard: 6.GM.3.1 Estimate weights, capacities, and geometric measurements using benchmarks in customary and
metric measurement systems with appropriate units.
This item is a DOK 2 because it requires the student to estimate weights.
A. The student did not understand how much 1 ounce is.
B. Correct. The student demonstrated an ability to estimate weight in ounces.
C. The student chose an object that weighs the least.
D. The student did not understand how much 1 ounce is.

146934A
26 A centimeter is equal to 10 millimeters. If a cell phone is 5 centimeters

wide, what is the width of the cell phone in millimeters?
A 2
B 10
C 20
D 50
Standard: 6.GM.3.2 Solve problems in various real-world and mathematical contexts that require the conversion of
weights, capacities, geometric measurements, and time within the same measurement systems using appropriate units.
This item is a DOK 2 because it requires the student to convert between centimeters and millimeters.
A. The student computed 10 ÷ 5.
B. The student thought millimeters and centimeters are the same size or chose the conversion factor.
C. The student computed 10 × 2.
D. Correct. The student demonstrated an ability to solve a real-world problem that requires the conversion from
centimeters to millimeters.
649413
27 Charles spent 50 minutes mowing his lawn and 1 hour and 55 minutes
working on his garden.
What was the total time Charles spent mowing his lawn and working on
his garden?
A 1 hour and 5 minutes
B 1 hour and 45 minutes
C 2 hours and 5 minutes
D 2 hours and 45 minutes
Standard: 6.GM.3.1 Estimate weights, capacities, and geometric measurements using benchmarks in customary and
metric measurement systems with appropriate units.
This item is a DOK 2 because it requires the student to add time in minutes and hours.
A. The student subtracted 50 from 55.
B. The student missed the 1 hour part of working on his garden.
C. The student thought there are 160 minutes in 2 hours.
D. Correct. The student demonstrated an ability to solve a problem that requires the conversion of time.

6.GM.4 Use translations, reflections, and rotations to establish congruency and understand
OAS STANDARD
symmetries.
6.GM.4.1 Predict, describe, and apply translations (slides), reflections (flips), and rotations
OAS OBJECTIVES
(turns) to a two-dimensional figure.

6.GM.4.2 Recognize that translations, reflections, and rotations preserve congruency and use
them to show that two figures are congruent.
6.GM.4.3 Use distances between two points that are either vertical or horizontal to each other
(not requiring the distance formula) to solve real-world and mathematical problems
about congruent two-dimensional figures.
6.GM.4.4 Identify and describe the line(s) of symmetry in two-dimensional shapes.
Emphasis:
• Demonstrate the ability to identify geometric transformations.
• Demonstrate the ability to apply a given geometric transformation.
• Demonstrate a working understanding of how geometric transformations preserve
congruency.
• Demonstrate a working understanding of congruency in geometric figures.
• Demonstrate the ability to solve problems about congruent two-dimensional figures.
• Demonstrate the ability to identify and describe line(s) of symmetry.
ITEM SPECIFICATIONS
• Test items may include illustrations of the following: coordinate graphs, two-
dimensional geometric figures, protractors, measuring instruments, geoboards, other
geometric manipulatives, tables, graphs, charts, maps, scale drawings, data sets, and
other diagrams.
Format:
• Distinguish among transformations of figures on a coordinate plane and in real-world
contexts
• Use geometric transformations to show that two figures are congruent
• Use distances between two points to solve mathematical, geometric, and real-world
problems about congruent two-dimensional figures
• Identify line(s) of symmetry in two-dimensional shapes
• Describe the line(s) of symmetry in two-dimensional shapes
Content Limits:
• Limit geometric figures to two dimensions
• Limit transformations to translations, reflections, and rotations
• Limit to one transformation
• Limit distances to whole numbers

ITEM SPECIFICATIONS

Distractor Domain:
• Common errors
• Confusion among geometric transformations
• Confusion between congruency and similarity

148497A
28 A computer program was used to transform quadrilateral PQRS to

quadrilateral WXYZ.
y
Z 7
6
R
Y 5
4
3 Q
W S
2
X 1
P x
-7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7
-1
-2
-3
-4
-5
-6
-7
What is the one-step transformation from quadrilateral PQRS to

quadrilateral WXYZ?
A dilation
B reflection
C rotation
D translation
Standard: 6.GM.4.1 Predict, describe, and apply translations (slides), reflections (flips), and rotations (turns) to a two-
dimensional figure.
This item is a DOK 2 because it requires the student to visualize and name a transformation of a two-dimensional figure.
A. The student confused rotation and dilation.
B. The student confused rotation and reflection.
C. Correct. The student demonstrated an ability to describe translations, reflections, and rotations.
D. The student confused rotation and translation.

154036A
29 Which shape has no lines of symmetry?
Standard: 6.GM.4.4 Identify and describe the line(s) of symmetry in two-dimensional shapes.
This item is a DOK 2 because it requires the student to assess all shapes and find the one with no lines of symmetry.
A. Correct. The student demonstrated an ability to identify lines of symmetry in two-dimensional shapes.
C. The student saw that there is no horizontal line of symmetry.
D. The student thought that only polygons can have lines of symmetry.

OAS STRAND—DATA & PROBABILITY (D): STANDARD 6.D.1
6.D.1 Display and analyze data.
OAS STANDARD
6.D.1.1 Calculate the mean, median, and mode for a set of real-world data.
OAS OBJECTIVES
6.D.1.2 Explain and justify which measure of central tendency (mean, median, or mode)
would provide the most descriptive information for a given set of data.
6.D.1.3 Create and analyze box and whisker plots observing how each segment contains one
quarter of the data.
Emphasis:
• Demonstrate the ability to find the mean, median, and mode for a set of real-world
data.
• Demonstrate an understanding how the mean, median, and mode can be used to
describe a set of data.
• Demonstrate the ability to create and analyze box and whisker plots.
• Test items may include lists, tables, graphs, charts, data sets, bar graphs, pictographs,
ITEM SPECIFICATIONS
frequency charts, line plots, scatter plots, stem-and-leaf plots, box and whisker plots,
and any of the following terms: mean, median, and mode.
Format:
• Given a set of real-world data, the student will determine mean, median, and mode
• Compare how representations of data support inferences and predictions
• Items may include comparisons between mean, median, and mode
• Analyze the appropriate use of the mean in comparison with other measures of central
tendency
• Create box and whisker plots
• Analyze box and whisker plots, observing how each segment contains one quarter of the
data
Content Limits:
• Limit to descriptor of mean, mode, and median
• Limit data sets to 20 pieces of data
• Limit data sets to numerical data

ITEM SPECIFICATIONS

Distractor Domain:
• Misreported data
• Miscalculation
• Unsupportable conclusions
• Incorrect choice of measure
• Use of incorrect measure
• Misunderstanding of concepts
• Common errors
147430A
30 The list shows the number of dollars Pablo saved each week.
4, 7, 6, 2, 10, 4
What is the difference between the mean and the median of these
amounts?
A $0.50
B $1.00
C $1.50
D $3.00
Standard: 6.D.1.1 Calculate the mean, median, and mode for a set of real-world data.
This item is a DOK 2 because it requires the student to determine the mean and median of a data set and then find the
difference between the two measures of center.
A. Correct. The student demonstrated an ability to calculate the mean and median for a set of real-world data.
B. The student found the difference between the median and the mode.
C. The student found the difference between the mean and the mode.
D. The student found the difference between the range and the median.

149576A
31 The manager at Max Cars recorded the number of cars sold during the
first six months of last year in this table.
Max Cars Sales
Month Number Sold
January 49
February 49
March 64
April 46
May 45
June 47
What was the median number of cars sold during these months?
A 48
B 49
C 50
D 55
Standard: 6.D.1.1 Calculate the mean, median, and mode for a set of real-world data.
This item is a DOK 2 because it requires the student to extract information from a table and then determine the median of
the data that is not arranged from smallest to largest.
A. Correct. The student demonstrated an ability to calculate the median for a set of real-world data.
B. The student confused median and mode.
C. The student confused median and mean.
D. The student found the middle number of the two numbers in the middle of the unorganized list in the table, 64 and 46.

649415
32 The table shows seven students and the total number of pets in each
student’s household.
Which box-and-whisker plot best represents this data?

A B
C D
Standard: 6.D.1.3 Create and analyze box and whisker plots observing how each segment contains one quarter of the data.
This item is a DOK 2 because it requires requires the student to extract information from a table and then identify the box-
and-whisker plot that matches the data.
A. Balance distractor
B. The student saw the correct median.
C. Correct. The student demonstrated an ability to create a box-and-whisker plot.
D. The student saw the correct lower and upper quartiles.

6.D.2 Use probability to solve real-world and mathematical problems; represent
OAS STANDARD
probabilities using fractions and decimals.
6.D.2.1 Represent possible outcomes using a probability continuum from impossible to

OAS OBJECTIVES
certain.
6.D.2.2 Determine the sample space for a given experiment and determine which members
of the sample space are related to certain events. Sample space may be determined
by the use of tree diagrams, tables, or pictorial representations.
6.D.2.3 Demonstrate simple experiments in which the probabilities are known and compare
the resulting relative frequencies with the known probabilities, recognizing that
there may be differences between the two results.
Emphasis:
• Represent possible outcomes of experiments.
• Demonstrate the ability to represent probabilities as fractions and decimals.
• Determine the sample space for a given experiment.
• Determine which members of the sample space are related to certain events.
• Demonstrate the ability to compare the results of an experiment with the known
probabilities.
• Test items may include the following: spinners, tables, graphs, pictures, coordinate
graphs, number lines, charts, such as frequency charts, line, bar, and picture graphs;
ITEM SPECIFICATIONS
tree-diagrams, Venn diagrams; stem-and-leaf plots, box-and-whisker plots, and scatter

plots; histograms, circle graphs, data sets, and other diagrams.
Format:
• Predict outcomes of an experiment as certain, equally likely, or impossible
• Predict the probability of outcomes of simple experiments
• Fractions may be in simplest form
• Determine the sample space for a given experiment
• Determine which members of the sample space are related to certain events
• Sample space may be determined by the use of tree diagrams, tables, or pictorial
representations
• Demonstrate the outcome of an experiment
• Compare the results of an experiment with the known probabilities
Content Limits:
• Limit to simple experiments
• Limit predictions to certain, likely, equally likely, unlikely, or impossible
• Limit to simple probability experiments (e.g., one spinner, one coin, etc.)
• Limit sample to no more than 20 pieces of data
• Limit real-world contexts to age-appropriate situations

ITEM SPECIFICATIONS

Distractor Domain:
• Misunderstanding of likelihood of event
• Common errors
147301A
33 A bag contains 12 yellow tiles and 12 blue tiles. A student will choose
one tile from the bag without looking. Which word(s) describe the
probability of choosing a blue tile from the bag?
A likely
B certain
C impossible
D equally likely
Standard: 6.D.2.1 Represent possible outcomes using a probability continuum from impossible to certain.
This item is a DOK 2 because it requires the student to understand the probability experiment described and then
represent the probability of a particular outcome using words from impossible to certain.
A. The student confused likely and equally likely.
B. The student did not know what certain meant.
C. The student did not know what impossible meant.
D. Correct. The student demonstrated an ability to represent the outcome of an event using a probability continuum from
impossible to certain.

150997A
34 These colored candies are in a bag.
Candy in Bag
Color Number
blue 5
green 8
red 6
yellow 1
Sarah chooses one candy from the bag without looking. Which
statement is true?
A It is certain that Sarah will pick a green candy.
B It is impossible for Sarah to pick a purple candy.
C Sarah is equally likely to pick a blue candy or a red candy.
D Sarah is less likely to pick a red candy than a yellow candy.
determine which statement is true about the possible outcomes.
A. The student confused certain and impossible.
B. Correct. The student demonstrated an ability to represent the possible outcomes using a probability continuum from
impossible to certain.
C. The student saw that blue and red are very close and thought that was close enough to equal.
D. The student reversed the relationship.

148254A
35 Anika will choose an outfit from the clothes shown.
Anika
Skirt
Pants
Tank top T-shirt Tank top T-shirt
Which outfit is impossible for Anika to choose?

A tank top and pants
B tank top and skirt
C T-shirt and pants
D T-shirt and shorts
This item is a DOK 3 because it requires the student to understand the information presented in a tree diagram and then
use reasoning to determine which outcome is impossible.
A. The student did not see that this was a possible outcome or misunderstood “impossible.”
B. The student did not see that this was a possible outcome or misunderstood “impossible.”
C. The student did not see that this was a possible outcome or misunderstood “impossible.”
D. Correct. The student demonstrated an ability to represent an outcome from a probability situation as impossible.

492725
36
Standard: 6.D.2.2 Determine the sample space for a given experiment and determine which members of the sample
space are related to certain events. Sample space may be determined by the use of tree diagrams, tables or pictorial
representations.
differentiate between possible and impossible outcomes.
Correct

492725 (continued)
Incorrect
The student chose all events that are possible with two spins on the same spinner.
The student chose all events that are possible with two individual spins of either spinner.

Cluster Items
The following sample items are part of a cluster. The cluster is presented first and then the two
items that follow require use of the cluster. The two items are from different standards.
649405 Cluster - 649495 Shared Stimulus -

Use this information to answer the following two questions.
Three expressions are shown.

649407 Choice - 6.N.2.2
37 Which number line represents Expression 1?
Standard: 6.N.2.2 Illustrate addition and subtraction of integers using a variety of representations.
This item is a DOK 2 because it requires the student to understand the addition of integers and then illustrate this addition
using a number line model.
A. The student confused −6 + 4 and 6 − 2.
B. Correct. The student demonstrated an ability to illustrate an addition expression on the number line.
C. The student confused −6 + 4 and 6 + 4.
D. The student confused −6 + 4 and −6 + 2.

649409
38 What is the sum of Expression 2 and Expression 3?
A 3.8
B 5.3
C 7.3
D 17.3
This item is a DOK 2 because it requires the student to use the order of operations and mathematical properties to find
the sum of multi-step expressions.
A. The student computed 1.5 + 2.3, ignoring the (9 − 7).
B. Correct. The student demonstrated an ability to evaluate an expression applying the order of operations.
C. The student made a calculation error.
D. The student made a calculation error.


Ok 20-21 Tis Math g6 Ada

Uploaded by

Copyright:

Available Formats

Ok 20-21 Tis Math g6 Ada

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ok 20-21 Tis Math g6 Ada

Uploaded by

Copyright:

Available Formats

OKLAHOMA

SCHOOL TESTING PROGRAM

Page ii Grade 6 Mathematics Test and Item Specifications

Assessments According to the Oklahoma ESSA Plan

Grade 6 Mathematics Test and Item Specifications Page 1

Test Structure, Format, and Scoring

Test Alignment with Oklahoma Academic Standards (OAS)

38–42% NUMBER AND OPERATIONS

20–24% ALGEBRAIC REASONING AND ALGEBRA

22–26% GEOMETRY AND MEASUREMENT

12–16% DATA AND PROBABILITY

100% TOTAL: 50 ITEMS

A minimum of 6 items is required to report a strand.

Depth-of-Knowledge Percent of Items

Level 1—Recall 15–25%

Level 2—Skills/Concept 65–75%

Level 3—Strategic Thinking 10–20%

Universal Design for Learning (UDL) Considerations

Page 4 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Online Test Time Schedule

Distributing login information Approximately 5 minutes

Test instructions/tutorial and reviewing sample items Approximately 15 minutes

Total: Approximately 20 minutes

Multiple-Choice Item Guidelines

Grade 6 Mathematics Test and Item Specifications Page 5

Technology Enhanced Item Guidelines

Page 6 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 7

Page 8 Grade 6 Mathematics Test and Item Specifications

Oklahoma State Testing Program

1 yard = 3 feet 1 ton = 2000 pounds 1 pint = 2 cups

1 mile = 5280 feet 1 kilogram = 1000 grams 1 quart = 2 pints

1 mile = 1760 yards 1 gallon = 4 quarts

1 meter = 100 centimeters

1 meter = 1000 millimeters

Rectangle 𝐴𝐴 = 𝑙𝑙𝑙𝑙 Parallelogram 𝐴𝐴 = 𝑏𝑏ℎ

Grade 6 Mathematics Test and Item Specifications Page 9

Page 10 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 11

integers using the symbols <, >, and =.

Page 12 Grade 6 Mathematics Test and Item Specifications

• Use common factors and multiples to calculate with fractions

Grade 6 Mathematics Test and Item Specifications Page 13

What portion of the rooms have their lights turned off?

Page 14 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 15

6.N.2.1 Estimate solutions to addition and subtraction of integers problems in order to

assess the reasonableness of results.

• Demonstrate the ability to add and subtract integers.

Page 16 Grade 6 Mathematics Test and Item Specifications

• Develop Mathematical Reasoning

Grade 6 Mathematics Test and Item Specifications Page 17

5 The temperature at a location was –12° Fahrenheit (°F). The table

What is the temperature at the end of the 4th hour?

Page 18 Grade 6 Mathematics Test and Item Specifications

comparison and additive comparison are different.

Grade 6 Mathematics Test and Item Specifications Page 19

• Limit decimal points to the thousandths

Page 20 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 21

Page ii Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 1

Page 4 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 5

Page 6 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 7

Page 8 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 9

Page 10 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 11

Page 12 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 13

Page 14 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 15

Page 16 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 17

Page 18 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 19

Page 20 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 21

Page 22 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 23

Page 24 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 25

Page 26 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 27

Page 28 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 29

Page 30 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 31

Page 32 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 33

Page 34 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 35

Page 36 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 37

Page 38 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 39

Page 40 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 41

Page 42 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 43

Page 44 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 45

Page 46 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 47

Page 48 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 49

Page 50 Grade 6 Mathematics Test and Item Specifications

Grade 6 Mathematics Test and Item Specifications Page 51