oklahoma school testing program - measured · pdf fileoklahoma school testing program...

OKLAHOMASCHOOL TESTING PROGRAM

ENGLISH LANGUAGE ARTS & MATHEMATICS

PARENT, STUDENT, AND TEACHER GUIDE

GRADE 62016-2017

ADMINISTRATION DATES

Testing Dates

Multiple-Choice Tests April 10–24, 2012

Oklahoma School Testing Program Administration Dates

2016–2017 School Year Mathematics and English Language Arts

Paper/Pencil Assessment Window April 3–21, 2017

Online Assessment Window April 3–28, 2017

Developed and published under contract with the Oklahoma State Department of Education by Measured Progress, 100 Education Way, Dover, NH 03820. Copyright © 2017 by the Oklahoma State Department of Education. All rights reserved. Only State of Oklahoma educators and citizens may copy, download, and/or print the document, located online at https://www.measuredprogress.org/web/occt1. 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 Parent, Student, and Teacher Guide

SUPERINTENDENT LETTER

sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview

sde.ok.gov/sde/Oklahoma-academic-standards

[email protected]

Dear Families and Educators: Students will soon be participating in the Oklahoma School Testing Program (OSTP). This program includes assessments designed to measure a student’s knowledge of the Oklahoma Academic Standards. An overview of the OSTP Assessments can be found at the following link: sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview. Families will receive a report on their student’s performance on the tests which will indicate areas of strength and areas in need of improvement. Final reporting will be available in late October 2017. This guide provides practice questions, academic standards covered in the test, and a list of test-taking tips. (For additional information about the Oklahoma Academic Standards and frameworks created to support families and educators, please visit the following link on the State Department of Education’s website: sde.ok.gov/sde/Oklahoma-academic-standards.) We encourage families to discuss these materials with their child to help prepare them to showcase/demonstrate their learning this year. During the week of testing, it is important that your child get plenty of sleep, eat a good breakfast, and arrive at school on time. If you have questions about the Oklahoma School Testing Program, please contact your local school or the State Department of Education at (405) 521-3341 or [email protected]. Sincerely, State Superintendent of Public Instruction

http://sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview

http://sde.ok.gov/sde/documents/2016-09-01/assessment-program-overview

http://sde.ok.gov/sde/Oklahoma-academic-standards

mailto:assessments%40sde.ok.gov?subject=

Administration Dates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

Superintendent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Oklahoma School Testing Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

General Test-Taking Tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Multiple-Choice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Technology Enhanced Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Online Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Oklahoma Academic Standards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

English Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Test Blueprint–ELA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Test Blueprint–Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Oklahoma School Testing Program Calculator Policy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Multiple-Choice Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

English Language Arts Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Mathematics Practice Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Answer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Answer Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .INSIDE BACK COVER

TABLE OF CONTENTS

Page 2 Grade 6 Parent, Student, and Teacher Guide

THE OKLAHOMA SCHOOL TESTING PROGRAMThe Governor, state legislators, and other Oklahoma elected officials have committed themselves to ensuring that all Oklahoma students receive the opportunity to learn the skills required to obtain post-secondary success. To achieve this goal, schools must prepare every Oklahoma student for colleges, universities, and jobs that require new and different skills.

In addition, the Legislature established the standards-based assessment component of the Oklahoma School Testing Program (OSTP) to measure students’ progress in mastering the Oklahoma Academic Standards. Assessments have been developed by national test publishers that specifically measure the Oklahoma Academic Standards. Teachers throughout Oklahoma have been involved in the review, revision, and approval of the questions that are included in these assessments.

In the content areas assessed by the OSTP, a student’s performance is reported according to one of four performance levels: Advanced, Proficient, Limited Knowledge, or Unsatisfactory. (Note: due to standard setting, names of the performance levels may change.)

This year, students in Grade 6 will take online assessments in English Language Arts and Mathematics.

This guide provides an opportunity for families, students, and teachers to become familiar with how skills in these subject areas will be assessed. It presents general test-taking tips, lists the Oklahoma Academic Standards assessed, gives blueprints for the assessments, and provides practice questions.

Grade 6 Parent, Student, and Teacher Guide Page 3

TEST-TAKING TIPSThe following tips provide strategies for taking the Oklahoma School Testing Program assessments. Test-taking skills cannot replace proper preparation based on the Oklahoma Academic Standards, which serve as the foundation for these assessments.

To access the practice questions, go to the Student Log-in via browser: https://oklahoma.measuredprogress.org/Student/login

Student Log-in: practice Password: testing

General Test-Taking Tips• Read this guide carefully and complete the practice questions. These questions are for you

to familiarize yourself with the format of the assessments and should not be used as a predictor of how you will score on the actual assessments.

• Make sure you understand all directions. If you are uncertain about any of the directions, on the day of the assessment raise your hand to ask questions before starting.

• Check your work if you finish your assessment early. Use the extra time to answer any questions that you skipped.

• Remember that if you cannot finish within the time allotted, you will be given additional time as an immediate extension to the current session to complete the assessment.

• Don’t spend too much time on any one question. If a question takes too long to answer, skip it and answer the other questions. You can return to any skipped questions after you have finished all other questions.

• Don’t attempt to leave the online testing system by closing the window by clicking on the X. Instead:

Steps Button to ClickOn the last item, students click Finish.

On the test review screen, students click Turn In.

Below the confirmation question, students click Turn In.

Student returns to test section selection page and may select the next section or click Exit to exit the client.


Multiple-Choice Questions• Each multiple-choice question contains four answer choices.

• Read each question and every answer choice carefully. Choose the best answer for each question.

• Check your work if you finish your assessment early. Use the extra time to answer any questions that you skipped.

• Read the selections on the English Language Arts assessment carefully.

• Be sure that you have seen all four answer choices before making your selection. On an online assessment, this may require you to use the scroll bar on the right or left side of the question.

Technology Enhanced Questions• Mathematics and Science online assessments will contain technology enhanced questions.

• There are four types of technology enhanced questions:

– Matching – students match information from one column to another

– Dropdown – students select the correct answer, from a dropdown menu, to complete a statement

– Drag-and-Drop – students drag selected answers into category boxes

– Hotspot – students highlight a box or boxes containing the correct answer(s)

• Read the directions at the start of each question carefully, as they explain how to interact with the components on the screen, and how to change your answer.

• Use the scrolling tool, if needed, to see the entire item.

Online AssessmentsEach Grade 6 subject assessment is divided into separate sections. These separate sections may be administered on the same day with a break given between sections or on consecutive instructional days. Students taking an online assessment have both multiple-choice and technology enhanced questions in Mathematics and multiple-choice in English Language Arts.

Students should have enough time to complete all sections. Students may be given additional time if needed, but additional time will be given as an immediate extension of the same testing period, not at a different time.

Students who finish early need to make sure their work is complete and are encouraged to check and verify their answers prior to turning in each separate section. Students will not be allowed to log back into a section once they have clicked the turn in buttons.

The following sections:

• list the Oklahoma Academic Standards assessed in each subject area,

• reproduce the student directions,

• present practice questions for each subject, and

• provide information about preparing for testing of the Oklahoma Academic Standards.


OKLAHOMA ACADEMIC STANDARDSThe Oklahoma School Testing Program will assess the full depth and breadth of the Oklahoma Academic Standards (OAS) in the Grade 6 online assessments. Presented below are the OAS for Grade 6 English Language Arts and Mathematics. Student performance on the assessments is reported at the standard level for each content area. Please note that the State of Oklahoma has been granted a one-year waiver from the United States Department of Education that allows English Language Arts Standard 1: Speaking and Listening to not be assessed in the statewide program. Standards assessed are based on the 2016 newly adopted Oklahoma Academic Standards for English Language Arts and Mathematics.

English Language Arts

OAS English Language Arts—Grade 6

Standard 2: Reading and Writing ProcessStudents will use a variety of recursive reading and writing processes.

ReadingStudents will read and comprehend increasingly complex literary and informational texts.

WritingStudents will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

6.2.R.1 Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

6.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

6.2.R.2 Students will analyze details in literary and nonfiction/informational texts to distinguish genres.

6.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

6.2.R.3 Students will paraphrase main ideas with supporting details in a text.

6.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

6.2.W.4 Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

6.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).


Standard 3: Critical Reading and WritingStudents will apply critical thinking skills to reading and writing.

ReadingStudents will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

WritingStudents will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

6.3.R.1 Students will compare and contrast stated or implied purposes of authors writing on the same topic in grade-level literary and/or informational texts.

6.3.W.1 NARRATIVEStudents will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

6.3.R.2 Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.

6.3.W.2 INFORMATIVEStudents will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

6.3.R.3 Students will analyze how key literary elements contribute to the meaning of the literary work:

• setting • plot• characters (i.e., protagonist, antagonist)• characterization • theme• conflict (i.e., internal and external)

6.3.W.3 OPINION–Grade Level FocusStudents will clearly state an opinion supported with facts and details.

6.3.R.4 Students will evaluate literary devices to support interpretations of literary texts:

• simile• metaphor• personification• onomatopoeia• hyperbole• imagery• symbolism*• tone*

*Students will find textual evidence when provided with examples.

6.3.W.4 Students will show relationships among facts, opinions, and supporting details.

6.3.R.5 Students will categorize facts included in an argument as for or against an issue.

6.3.R.6 Students will analyze the structures of texts (e.g., description, compare/contrast, sequential, problem/solution, cause/effect) and content by making inferences about texts and use textual evidence to support understanding.

6.3.R.7 Students will analyze texts and ideas within and between texts and provide textual evidence to support their inferences.


Standard 4: VocabularyStudents will expand their working vocabularies to effectively communicate and understand texts.

ReadingStudents will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

WritingStudents will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

6.4.R.1 Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

6.4.W.1 Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.

6.4.R.2 Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

6.4.W.2 Students will select appropriate language to create a specific effect according to purpose in writing.

6.4.R.3 Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

6.4.R.4 Students will infer the relationships among words with multiple meanings, including synonyms, antonyms, analogies, and more complex homographs and homonyms.

6.4.R.5 Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.


Standard 5: LanguageStudents will apply knowledge of grammar and rhetorical style to reading and writing.

ReadingStudents will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

WritingStudents will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

6.5.R.1 Students will recognize simple and compound sentences to signal differing relationships among ideas.

6.5.W.1 Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

6.5.R.2 Students will recognize verb tense to signify various times, sequences, states, and conditions in text.

6.5.W.2 Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.

6.5.R.3 Students will recognize the subject and verb agreement.

6.5.W.3 Students will use intensive and reflexive pronouns.

6.5.W.4 Students will recognize and correct inappropriate shifts in pronoun number and person.

6.5.W.5 Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Standard 6: ResearchStudents will engage in inquiry to acquire, refine, and share knowledge.

ReadingStudents will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.

WritingStudents will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

6.6.R.1 Students will use their own viable research questions to find information about a specific topic.

6.6.W.1 Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).

6.6.R.2 Students will record and organize information from various primary and secondary sources (e.g., print and digital).

6.6.W.2 Students will refine and formulate a viable research question and/or topic from initial findings.

6.6.R.3 Students will determine the relevance, reliability, and validity of the information gathered.

6.6.W.3 Students will organize information found during research, following a citation style (e.g., MLA, APA, etc.) with guidance and support.

6.6.W.4 Students will summarize and present information in a report.


Test Blueprint–ELA

OKLAHOMA SCHOOL TESTING PROGRAMTEST BLUEPRINT ENGLISH LANGUAGE ARTS

2016-2017 GRADE 6This blueprint describes the content and structure of an assessment and defines the ideal

number of test items by standard of the Oklahoma Academic Standards (OAS).

TOTAL

18

10

10

6

6

IDEAL NUMBEROF ITEMS

50

36%

20%

20%

12%

12%

IDEAL PERCENTAGEOF ITEMS

100%

*Standard 8: Independent Reading and Writing is assessed throughout the test and dually aligned to each standard.Please note this blueprint does not include items that may be field-tested.A minimum of 6 items is required to report a standard.

STANDARD 2: READING AND WRITING PROCESSStudents will use a variety of recursive reading and writing processes.

STANDARD 3: CRITICAL READING AND WRITINGStudents will apply critical thinking skills to reading and writing.

STANDARD 4: VOCABULARYStudents will expand their working vocabularies to effectively communicate and understand texts.

STANDARD 5: LANGUAGEStudents will apply knowledge of grammar and rhetorical style to reading and writing.

STANDARD 6: RESEARCHStudents will engage in inquiry to acquire, refine, and share knowledge.

STANDARDS

Mathematics

Mathematical Actions and ProcessesThe Mathematical Actions and Processes simultaneously reflect the holistic nature of mathematics as a discipline in which patterns and relationships among quantities, numbers, and space are studied (National Academies of Science, 2014) and as a form of literacy such that all students are supported in accessing and understanding mathematics for life, for the workplace, for the scientific and technical community, and as a part of cultural heritage (NCTM, 2000). The seven Mathematical Actions and Processes leverage both the NCTM Process Standards and the Five Mathematical Proficiencies (NRC, 2001) to capture the mathematical experience of Oklahoma students as they pursue mathematical literacy.

Throughout their PK–12 education experience, mathematically literate students will:

Develop a Deep and Flexible Conceptual UnderstandingDemonstrate a deep and flexible conceptual understanding of mathematical concepts, operations, and relations while making mathematical and real-world connections. Students will develop an understanding of how and when to apply and use the mathematics they know to solve problems.

Develop Accurate and Appropriate Procedural FluencyLearn efficient procedures and algorithms for computations and repeated processes based on a strong sense of numbers. Develop fluency in addition, subtraction, multiplication, and division of numbers and expressions. Students will generate a sophisticated understanding of the development and application of algorithms and procedures.

Develop Strategies for Problem SolvingAnalyze the parts of complex mathematical tasks and identify entry points to begin the search for a solution. Students will select from a variety of problem solving strategies and use corresponding multiple representations (verbal, physical, symbolic, pictorial, graphical, tabular) when appropriate. They will pursue solutions to various tasks from real-world situations and applications that are often interdisciplinary in nature. They will find methods to verify their answers in context and will always question the reasonableness of solutions.

Develop Mathematical ReasoningExplore and communicate a variety of reasoning strategies to think through problems. Students will apply their logic to critique the thinking and strategies of others to develop and evaluate mathematical arguments, including making arguments and counterarguments and making connections to other contexts.

Develop a Productive Mathematical DispositionHold the belief that mathematics is sensible, useful, and worthwhile. Students will develop the habit of looking for and making use of patterns and mathematical structures. They will persevere and become resilient, effective problem solvers.

Develop the Ability to Make Conjectures, Model, and GeneralizeMake predictions and conjectures and draw conclusions throughout the problem solving process based on patterns and the repeated structures in mathematics. Students will create, identify, and extend patterns as a strategy for solving and making sense of a problem.

Develop the Ability to Communicate MathematicallyStudents will discuss, write, read, interpret, and translate ideas and concepts mathematically. As they progress, students’ ability to communicate mathematically will include their increased use of mathematical language and terms and analysis of mathematical definitions.


OAS Mathematics—Grade 6

Develop a Deep and Flexible

Conceptual Understanding

Develop Accurate and Appropriate Procedural

Fluency

Develop Strategies

for Problem Solving

Develop Mathematical

Reasoning

Develop a Productive

Mathematical Disposition

Develop the Ability to Make Conjectures, Model, and Generalize

Develop the Ability to

Communicate Mathematically

Number & Operations (N)6.N.1 Read, write, and represent integers and rational numbers expressed as fractions, 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 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.

6.N.2 Add and subtract integers in order to solve real-world and mathematical problems.

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

6.N.3 Understand the concept of ratio and its relationship to fractions and percents and to 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 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.


Number & Operations (N)6.N.4 Multiply and divide decimals, fractions, and mixed numbers; solve real-world and 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 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.

Algebraic Reasoning & Algebra (A)6.A.1 Recognize and represent relationships between varying quantities; translate from 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 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.

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

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 mathematical problems.

6.A.3 Use equations and inequalities to represent real-world and mathematical problems 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 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.


Geometry & Measurement (GM)6.GM.1 Calculate area of squares, parallelograms, and triangles to solve real-world and mathematical problems.

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.

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 mathematical problems.

6.GM.2 Understand and use relationships between angles in geometric figures.

6.GM.2.1 Solve problems using the relationships between the angles (vertical, complementary, 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.

6.GM.3 Choose appropriate units of measurement and use ratios to convert within measurement systems to solve real-world and mathematical problems.

6.GM.3.1 Estimate weights, capacities and geometric measurements using benchmarks in 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.

6.GM.4 Use translations, reflections, and rotations to establish congruency and understand symmetries.

6.GM.4.1 Predict, describe, and apply translations (slides), reflections (flips), and rotations (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.

Data & Probability (D)6.D.1 Display and analyze data.

6.D.1.1 Calculate the mean, median, and mode for a set of real-world data.

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.

6.D.2 Use probability to solve real-world and mathematical problems; represent probabilities using fractions and decimals.

6.D.2.1 Represent possible outcomes using a probability continuum from impossible to 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.


OKLAHOMA SCHOOL TESTING PROGRAMTEST BLUEPRINT MATHEMATICS

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).

NUMBER AND OPERATIONS6.N.1 Number Sense of Integers and Rational Numbers (3)6.N.2 Addition and Subtraction of Integers(4)6.N.3 Ratios6.N.4 Multiplication and Division of Rational Numbers

ALGEBRAIC REASONING AND ALGEBRA6.A.1 Algebraic Representations (4)6.A.2 Algebraic Expressions (4)6.A.3 Equations and Inequalities (3)

GEOMETRY AND MEASUREMENT6.GM.1 Area of Parallelograms and Triangles (3)6.GM.2 Angle Relationships on Intersecting Lines (3)6.GM. 3 Units of Measurement and Unit Conversions (2) 6.GM.4 Congruency and Symmetry of Transformations (4)

DATA AND PROBABILITY6.D.1 Data Analysis (4)6.D.2 Probability (3)

207

76

11

11

126

6

77

40%

22%

24%

14%

TOTAL50100%

IDEAL #OF ITEMS

(Please note this blueprint does not include items that may be field-tested.) A minimum of 6 items is required to report a standard.

STRANDS AND STANDARDSIDEAL %OF ITEMS

2016-2017 GRADE 6

Test Blueprint–Mathematics

Oklahoma School Testing Program Calculator Policy

(Effective beginning 2016–17 School Year)Purpose

• The items on the Grades 6–8 and Grade 10 Mathematics and Science assessments are designed so that all tasks can be solved without the use of a calculator. However, certain tasks are more difficult if a calculator is not available.

• Before the first day of the test, students using a calculator for any Grades 6–8 and Grade 10 Mathematics and Science assessment should be familiar with the use of the specific calculator that can be utilized. Students should be consistently instructed throughout the school year in the use of calculators; otherwise it may hinder students’ performance on the assessment.

Grade-Specific RequirementsGrades 3–5 Mathematics:

Calculators are only allowed as an approved accommodation for students on an IEP or 504 Plan, and only a basic four-function calculator with square root and percent.

Grades 6–7 Mathematics:All Students: Basic four-function calculator with square root and percent and does not include a +/– key. (Calculators with memory keys, including M+ and M–, are acceptable.)

Grade 8 Mathematics and ScienceAll Students: Scientific calculators meeting general requirements.

Grade 10 Mathematics and ScienceAll Students: Graphing calculators and/or scientific calculators meeting general requirements.

General Requirements• Calculators are permitted but are not required.• Calculator capabilities described for a specific subject give the maximum capabilities

allowed; calculators with less capability are acceptable.• Students may not share calculators.• Students may use their own calculators or those provided by the school.• Calculators that make noise must have the sound feature turned off.• Calculators that have paper tape must have the tape removed.• Programs, applications, or documents must be removed or disabled prior to the test session.• All calculators must have the memory cleared or reset before and after the test session.

– See the manufacturer’s website for removing, disabling, or clearing procedures.

ExamCalc Online Testing CalculatorEach Mathematics and Science test administered online will be equipped with an ExamCalc within the testing interface. Students may use a handheld calculator meeting their grade-specific requirements, the ExamCalc, or both. The calculators provided in ExamCalc are:

Grades 6–7 TI-108 with the +/– key disabledGrade 8 TI-30XS MultiviewGrade 10 TI-84 Plus


Prohibited Calculators• Pocket organizers• Handheld or laptop computers• Electronic writing pads or pen-input devices• Calculators built into cellular phones, smart watches, tablets, or other electronic

communication devices• Calculators with a typewriter keypad (QWERTY format)• Calculators with programs or applications that cannot be removed or disabled

(e.g., Polynomial Root-Finders and Simultaneous Equation Solvers)• Calculators with built-in computer algebra systems (CAS), such as, but not limited to:

– Casio: Algebra FX 2.0, ClassPad 300, and all model numbers that begin with CFX-9970G – Texas Instruments: All model numbers that begin with TI-89 or TI-92, TI-Nspire CX CAS – Hewlett-Packard: HP-48GII and all model numbers that begin with HP-40G or HP-49G

Deleting or Disabling Programs, Applications, and Documents on Graphing Calculators

Texas InstrumentsTI-83 Plus Family Reset Memory (only option)

TI-84 Plus Family Reset Memory (deletes all memory, programs, and applications) Press-to-test (clears memory and disables all programs and applications for

testing)

TI-Nspire Reset Memory (deletes all memory, programs, and applications) Press-to-test (clears memory and disables all programs and applications for

testing)

See the instructions for your calculator model at: www.education.ti.com/us/testprep.

CasioFX-CG10 Reset Memory (only option)

FX-9860 Reset Memory (only option)

FX-9750 Reset Memory (only option)

To reset the memory on any Casio graphing calculator, use the following steps: [menu], go to system, [exe], [F5] to reset, [F2] for main memory, [F1] for yes, [exit]

For all other calculators, please refer to the manufacturer’s website.

Test Security and ValidityUsing a calculator that does not meet the above requirements invalidates the test results and is a violation of test security and test validity. Any violation will be reported to the State Superintendent and may result in revocation of teaching and/or administrative certificates.


http://www.education.ti.com/us/testprep

MULTIPLE-CHOICE PRACTICE QUESTIONS


English Language Arts Practice Questions

Directions Choose the best answer for the question. Mark the circle for the answer you have chosen.

187766A The Pirate Queen Passage

Read the selection. Then answer the questions that follow.

The Pirate Queen 1 Forgenerations,pirateshavebeenthesubjectsoflegendsfilledwithpeg

legs,eyepatches,andparrots.Buttherewasonceaverynotoriouspiratewhoissaidtohavebrokeneverymold.

2 GraceO’MalleywasborninIrelandin1530withayearningforthesea.Herfatherwasasailor,justlikehisfatherbeforehim,andshehadseenhimsetsailmanytimes.Morethananything,Gracewantedtogowithhim.Whenhermotherrefusedtolethergo,sayingthattheseawasnoplaceforyoungladies,Graceangrilycutoffherlonghairinprotest.Herfamilymockedher,nicknamingher“GracetheBald.”

3 Inthosedays,youngladiesweresupposedtogetmarriedandhavechil-dren, and Grace did just that. She and her husband, Donal O’Flaherty— asea-goerhimself—hadtwosonsandadaughter.Butbeingawifeandmotherdidn’tsuppressGrace’slongingforthesea,andshesoontookchargeofherhusband’sfleet.

4 Atthattime,IrelandwasfallingunderEnglishrule.Englandwasenforc-ingnewrestrictions,makingitunlawfulfortheIrishtotransportgoodsatsea—whichtookawaythelivelihoodsofmanyIrishcitizens.Gracebelievedthiswasunfairandrefusedtoacceptit.WheneveramerchantshipwouldpassbyonitswaytotradeatthelargeportofGalway,Gracewouldsailoutin one of her fastest galleys, intercepttheship,anddemandthattheypayafeeforsafepassage.Iftheyrefused,shewouldsignalhermentoboardtheshipandtakeitscargo.

5 Whenherhusbanddied,thelawsaidthatGracewassupposedtobegiv-enaportionofhisproperty.However,womendidn’thavemanyrightsbackthen,andthelawwasignored.Withnohusbandandnobusiness,GracedecidedtotakeseveralhundredfaithfulfollowersandsetupherownpiratefortressonClareIsland,offthecoastofIreland.Theislandprovidedtheperfectlocationfromwhichtomonitorthewatersalongthecoastandcon-tinuetopiratepassingmerchantships.

19

6 Gracewantedtocontroltheentireisland—andshedid,exceptforonebothersomelittlesectionknownasRockfleetCastle,whichwasownedbyamannamedDickBurke.Inacleverbusinessmove,GracearrangedtomarryBurke,withtheagreementthatafteroneyear,theycouldendthemarriageiftheywanted.Whentheyearwasup,Graceissaidtohaveshutherselfupinthecastle,refusingtocomeoutandsendingherhusbandaway.

7 WhenGracewasinhersixties,hersonsandbrotherweretakenpris-onerinEngland.Feistyasever,GraceboldlysetsailforEnglandandvis-itedthequeenthere,askingfortheirrelease.Itmusthavebeenasighttosee:Gracethepirate,clothedinherfinest,standingthereamongEngland’srichlydressedladiesandgentlemenofthecourt.

8 Butamazingly,thequeenseemedtotakealikingtoGrace,andtheybe-camealliesofsorts.ThequeenagreedtothereleaseofGrace’sfamily,andGraceagreedtofightforthequeen’sinterestsatsea.

9 PerhapstheQueenofEnglandfeltthatGrace’sskillsatseawouldserveEnglandwell.OrperhapssherecognizedinGracetherarespiritofindepen-dencethatsheherselfpossessed.Eitherway,Gracelivedouttherestofherlifesailingtheseas,justasshehadalwayswantedto.

158716A A

1 Which meaning is the best definition of intercept as it is used in paragraph 4?

A to stop

B to race

C to enter

D to change

158863A B

2 The main conflict in the passage is between Grace and

F herself.

G society.

H nature.

J family.

20

158831A B

3 What form of literature is “The Pirate Queen”?

A autobiography

B biography

C folk tale

D mystery

505340 B

4 Which book would provide the most relevant information for a report about Grace O’Malley?

F The Irish Economy from 1400-1650

G Women Sailors on the High Seas

H A History of English Royalty

J A Guide to Ships of the Past

21

149497A The Okmulgee Pecan Festival Passage

Read the selection. Then answer the questions that follow.

The Okmulgee Pecan Festival 1 EveryyearsomethingbighappensinOkmulgee,Oklahoma.Thousandsof

guestsflocktothetown.Howdoesthissmallplaceluresomanyvisitors?Simple.EachJunetheybaketheworld’sbiggestpecanpie.Thentheyinviteeveryoneinthestatetocomeenjoyapiece!Theresultisafuntimeandfullstomachsforeveryone.

2 OkmulgeeliesjustoffUSHighway75.It’sahop,skip,andajumpfromTulsa,andit’sashorttwo-hourdrivefromOklahomaCity.Mostofthetime,Okmulgeeisaquiet,littletown.However,thatchangeseachJunewhentheOkmulgeePecanFestivalopens.IttransformsthetownintooneofOklaho-ma’smostfamoussites.

3 Although the festival has gone on for years as a local celebration, it didn’t becomefamousuntilthelate1980s.Intheearly1980s,OkmulgeeheldafriendlycontestwithatowninGeorgia.Thetwotownscompetedtoseewhocouldmakethelargestpecanpie.Theypassedthetitlebackandforthmanytimesovertheyears.

4 Thenin1989,Okmulgeebecameseriousaboutthecompetition.ThetowninvitedpeoplefromthelocalcampusofOklahomaStateUniversitytohelp.Togetherthetownandtheschool’sculinary(cooking)departmentclaimedabig victory.

5 Thewinningpiemeasurednearly42feetacross.Thatisaboutaslongasaschoolbus.Itweighed14tons.That’sheavierthanafull-grownAfricanelephant!Thelistofingredientsincluded77,700cupsofflourandmorethan64,000eggs.Themainingredient,ofcourse,wasmorethan3,000poundsof shelled pecans.

6 Since1989,Okmulgeehasclaimedmorepecanprizes.Itnowownsworldrecordsforlargestpecanbrownie,largestpecancookie,andbiggestpecanparty.Itsfestivalisfamousthroughoutthestate.

7 KrisWilliams,wholedthe2004festivalplanningteam,wantstokeepitthatway.“Ourfestivalhaslongbeenoneofthebestinthestate,”hesaid.“Wewanttokeepitoneofthebest.”

22

8 Toreachthatgoal,theplanningteamkeepsaddingtothefestival.Thefestivalnowboastsmorethanthegiantpie.Livemusic,artsandcraftsbooths,andacarnivalarepartoftheannualevent.Thereissurelysome-thingatthefestivaltosatisfyeveryone’scraving!

149433A A Common

5 Which detail would be the least important to include in a summary of this passage?

A KrisWilliams led the planning team in 2004.

B Each year, thousands of tourists visit Okmulgee for the pecan festival.

C Since 1989, the pecan festival has claimed other prizes forOkmulgee.

D TheOkmulgee Pecan Festival is held each year during themonthof June.

23

149425A B Common

6 Which sentence uses title the same way it is used in paragraph 3?

F What is the title of your favorite book?

G My schoolwon the district basketball title.

H A car’s title document lists the official owner.

J Shewasgiven the titleofAssistantManager.

149441A C Common

7 Which of these would be the best source for facts about Okmulgee, Oklahoma?

A an atlas

B a cookbook

C an almanac

D a dictionary

500818 D In Development

8 The tone of the passage is mainly

F curious.

G persuasive.

H welcoming.

J enthusiastic.

24

500792 The Life of Will Rogers–Part 1 Passage

A student wrote a report on the famous performer Will Rogers. Read the first part of the report, think about what revision you would make, and then answer the question.

The Life of Will Rogers—Part 1

1 Intheearly1920s,peopleneededsomethingtomakethemsmile.Theeventsof

2 WorldWarIremainedfreshinAmericanminds,andmanypeoplehadsuffered

3 throughillnessduringaterriblefluepidemic.Tomakemattersworse,peoplewere

4 worriedabouttheirjobs.IntothisgloomypicturerodeWillRogers.Rogersdid

5 morethanjustmakepeoplesmile;hemadethemlaughoutloud.Hischarmand

6 humormadehimAmericas’favoritecowboy.

7 WilliamPennAdairRogerswasborninOklahomain1879.Rogerswasnotsure

8 whatkindofcareerhewanted.Hedecidednottomakeadecisionrightaway.

9 Instead,Rogersspenthisearlyadultyearstravelingtodifferentplacesand

10 workingdifferentjobs.In1902,hetraveledtoSouthAfricawherehetrained

11 horsesfortheBritishArmy.Healsoperformedasatrickroperin“TexasJack’s

12 WildWestCircus.”Hecalledhimselfthe“CherokeeKid”forthisshow.

500821 B In Development

9 What change, if any, should be made to Americas’ in line 6?

A Americas

B America’s

C Americas’s

D No change

25

Grammar Passage Part 2

Read the next part of the report, think about what revision you would make, and then answer the question.

The Life of Will Rogers—Part 2

13 RogerscontinuedperformingasatrickroperevenafterhereturnedtotheUnited

14 States.Fornearlytenyears,hetraveledwiththeWirthBrothersCircus.Then,in

15 1915,hereceivedaluckyoffer.LegendaryshowmanFlorenzZiegfeldasked

16 Rogerstoappearinoneofhisstageshows.TheshowwascalledtheZiegfeld

17 Follies.Theappearancewassupposedtolastonlyoneweek,butRogerswasabig

18 hitwiththecrowds.Ziegfeldaskedhimtostaywiththeshow,hecontinued

19 performinginthefollies.Rogersperformedinthefolliesforseveralmonths.

20 Rogersdidexcellentropetricks,buthewasmorepopularforhishumorthanhis

21 roping.Rogersrealizedthatperforminginthefollieswasdifferentfromdoing

22 tricksforthecircus.Thecircustraveledfromtowntotown.Evenwhenitplayed

23 thesametownforseveraldays,differentpeoplewatchedtheshows.Thismeant

24 Rogerscouldperformitoverandoveragain.

26

501764 B In Development

10 What change, if any, should be made to the sentences in lines 18–19?

F Ziegfeld asked him to stay.With the show, he continued performing inthe follies for severalmonths.

G Ziegfeld asked him to staywith the show, and he continuedperforming in the follies for severalmonths.

H Ziegfeld asked him, to staywith the show, continue performing in thefollies, and perform in the follies for severalmonths.

J No change

2727

Directions Read each question and choose the best answer. Then mark your answer on the answer document. Make sure you find the question number on the answer document that matches the question number in the Mathematics Test.

147301A D Common

1 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

152715A D In Development

2 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?

F 3 students

G 10 students

H 20 students

J 30 students

Mathematics Practice Questions

28

147751A C Common

3 Mr. Lopez bought several types of meat for a party. The amount, in pounds, of each type he bought is shown in the table.

ham

pastrami

turkey

roast beef

salami

2.53

0.44

3.61

1.49

1.92

Type Amount(pounds)

Meats

Which is closest to the total amount of meat Mr. Lopez bought?

A 7 pounds

B 8 pounds

C 10 pounds

D 12 pounds

29

146949A B Common

4 Which object weighs about 6 ounces?

F

Book

G

Toothbrush

H

Paper clip

J

Dog

149629A B Common

5 What is the value of this expression?

10 ÷ 2 + 3 × 5− 3

A 4

B 7

C 17

D 37

30

154049A A In Development

6 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?

F 5 tickets

G 8 tickets

H 12 tickets

J 20 tickets

149714A C Common

7 Two lines intersect in the diagram shown below.

127º

xº

What is the value of x?

A 37

B 53

C 127

D 217

31

147750A B Common

8 The table shows the total number of pictures Cal took by the end of each week.

Cal’s Pictures

Week

(w)

1

2

3

4

4

8

12

16

Total

Number of

Pictures

Based on this pattern, which expression can be used to find the total number of pictures Cal took by the end of w weeks?

F 2 • w

G 4 • w

H w + 12

J 4 • w + 4

32

148497A C Common

9 A computer program was used to transform quadrilateral PQRS to quadrilateral WXYZ.

1 2 3 4 5 6 7-3 -2-5-6-7 -4 -1x

y

0

7

6

5

4

3

2

1

-1

-2

-3

-4

-5

-6

-7

Z

R

S

P

QW

X

Y

What is the one-step transformation from quadrilateral PQRS to quadrilateral WXYZ?

A dilation

B reflection

C rotation

D translation

33

147430A A Common

10 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?

F $0.50

G $1.00

H $1.50

J $3.00

147987A B Common

11 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

34

492723 In Development

12

35


13

36


14

37


15

38

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MathematicsNumber Answer OAS Objective

1 D 6.D.2.12 J 6.N.3.33 C 6.N.4.14 G 6.GM.3.15 B 6.A.2.16 F 6.A.3.27 C 6.GM.2.18 G 6.A.1.29 C 6.GM.4.110 F 6.D.1.111 B 6.N.2.312 36; 48; 264 6.GM.1.3

131a-2d; 1b-2c; 1c-2a; 1d-2e; 1e-2b

6.A.2.1

14 odd, even; 3, 4; odd, odd; 5, 5 6.D.2.2

15 –8; –6; 0; 7 6.N.1.2

English Language ArtsNumber Answer OAS Objective

1 A 6.4.R.32 G 6.3.R.33 B 6.2.R.24 G 6.6.R.35 A 6.2.R.16 G 6.4.R.37 C 6.6.R.38 J 6.3.R.49 B 6.5.W.110 G 6.5.W.2

ANSWER KEYS


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ANSWER SHEET

ENGLISH LANGUAGE ARTS

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MATHEMATICS

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