Stafford Township School District
Manahawkin, NJ
Answer Key
Test Prep Unit
Mathematics
Grade 6
Revised 3/2011
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MATH - Big Ideas – All Big Ideas need to be modeled
1. How do test takers manage their time?
NJASK 2011 Test Design
Day 1
Day 1
Day 1
Day 2
Day 2
Day 2
Grade 3
8 SCRs
Non-Calc.
20 min.
11 MC
Non-Calc.
19 min.
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Calc. active
20 min
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Non- Calc.
24 min
Grade 4
8 SCRs
Non-Calc.
20 min.
11 MC
Non-Calc.
19 min.
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Calc. active
20 min
8 MC & 1
ECR
Non- Calc.
24 min.
8 MC & 1
ECR
Non- Calc.
24 min
Grade 5
10 SCRs
Non-Calc.
20 min.
13 MC & 1ECR
Non-Calc.
30 min.
5 MC & 1 ECR
Non- Calc.
18 min.
Grade 6
10 SCRs
Non-Calc.
20 min.
8 MC & 1ECR
Non-Calc.
22 minutes
8 MC & 1 ECR
Non-Calc.
22 minutes
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
10 MC & 1 ECR
Calc. active
25 min.
5 MC & 1 ECR
Calc. active
18 min.
6 MC & 1 ECR
Calc. active
19 min.
Time allotted for questions
o Short Constructed Response (SCR): 2 minutes per question
o Multiple Choice (MC): 1.5 minutes per question
o Extended Constructed Response (ECR): 10 minutes per question
2. What valuable test taking strategies should students use?
Perform a “BRAIN DUMP” at the start of the test. Write down on a sheet of
scrap paper any facts or key phrases that you are afraid you may forget.
For example: PEMDAS
Read the question carefully and think about it.
Underline key terms (difference, product, area, etc.)
Pay attention to BOLD words - Be careful of the words/phrases: not, least to
greatest, greater than, less than, most, etc.
Utilize charts, graphs, and pictures.
Do not leave any blank.
Review questions to make sure the question being asked in a multi-step
problem was answered.
Know when and how to use your calculator and utilize graph paper.
Do not spend too much time on any one question.
Review all work if time permits.
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3. How can you ensure a maximum score on extended constructed response
questions?
Read the question carefully and think about it.
Answer all parts of the question.
Underline key terms/numbers.
Number/label parts of the problem. Check them off once they are completed.
Show work. Don’t erase work completed.
Explain answers. Use the word because in an explanation if possible.
Use math vocabulary in explanation.
Answer problem within space provided. Do not go outside the line border.
Write down anything you know about the skill being questioned. For
example, if it is a complex area problem, the student should write down what
they know about area (formula) so the scorer knows the student has some
knowledge of the subject regardless if their answer is incorrect.
Write down any work done on calculator.
If you can’t answer the whole question, answer any parts that you can for
partial credit.
Circle your answer.
Reread question and make sure all parts are answered.
4. What are useful strategies when answering multiple-choice questions?
Read all options prior to determining an answer.
Pay attention to BOLD words - Be careful of the words/phrases: not, least to
greatest, greater than, less than, most, etc.
Answer the questions that you are sure of first.
Skip any questions that you are unsure of and return to them before finishing.
Do not leave any blank.
1.5 minutes should be allotted for each question.
Do not spend too much time on any one question.
Cross out the crazy answers.
Just because your answer is there, does not mean your answer is right.
There will be distractor answers. “Distractor” answers will be common
mistakes.
Know when and how to use your calculator.
Sometimes you can work backwards by plugging answers into formulas.
Substitute numbers for variables.
Explain similarities between function tables and in/out boxes in Everyday
Math.
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5. How can you ensure a maximum score on short constructed response
questions?
A SCR is basically a multiple choice question without the answer choice.
Read the question carefully and think about it.
Underline key terms.
Make sure you answer the question being asked.
Clearly write your answer.
No credit is given for work.
Units are not necessary.
Utilize space provided to solve problem.
6. Which terms should you be familiar with on a standardized test?
(Not to be confused with content area vocabulary such as product, addend,
congruent, etc.)
Attributes
Exact
Estimate
Properties
Solve
Explain
Results
Evaluate
Identify
Value
Justify
Corresponding
Short Constructed
Response
Extended Constructed
Response
Venn Diagram
Label
Plot
Compare
7. How can students maximize the use of manipulatives?
Provide hands on experience and practice throughout the year.
Discuss the how and when to use manipulatives.
8. How can students prepare physically and mentally for the test?
Write neatly and clearly.
Get a good night sleep, and eat a good breakfast including protein.
When feeling anxious, take 5 deep breaths once in a while.
Teachers, it will benefit the students to have some fun socialization planned
after the test.
Teachers, provide positive reinforcement in between each section. For
example, “Keep working hard,” or “Stay focused.”
Bring a water bottle.
Mints enhance brain awareness. Keep them in your desk for break times.
Dress comfortably- layers work well.
Keep a fun-read to enjoy when you are finished testing and reviewing your
work!
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Activities for Big Ideas
1. How do test takers manage their time?
Time monthly constructed response problems (SCR and ECR)
Model how long 1.5 minutes is per multiple choice question. Remind
students that some questions will take them longer than 1.5 minutes,
some less. They should pay attention to how long they are spending on
each question.
2. What valuable test taking strategies should students use?
Brain Dump is a strategy to help groups of students organize and
synthesize information that has been presented to them.
Heterogeneous grouping works best for this activity as students of varying
abilities can benefit from working together.
The following procedures can be adapted to suit the age and/or lesson
being reviewed.
o Cover a desk area with large paper (roll paper works nicely). The
students can label the paper as follows:
1. The center of the paper should identify the subject being
reviewed.
2. The paper should be divided into as many subcategories as
are necessary for the subject. Label each of these
subcategories. (NOTE: It works nicely to have the number
of subcategories equal the number of students in the group,
if possible.)
o Have the students stand, with a pencil, and push in their chairs.
Each student should stand in front of one subcategory on their
chart (3 students on one side and 3 on the other).
o Instruct them that they will have to complete the first portion of
“dumping their brains” in complete silence for the “dumping” to be
successful!
o They will have 10 minutes to “dump their brains” by writing
everything they know in each subcategory of their chart, without the
use of notes, books, or each other. They should rotate around the
table so they can contribute to each subcategory.
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o After 10 minutes has elapsed and you have complimented them on
their silent “dumping,” have them take out any notes, books, etc.
related to the topic.
o They will now have 15-20 minutes to add to their chart using any of
these aids that they can.
o Now, they are ready for the final step. Each group should select a
“spy” or “ambassador.” This person will represent the group by
visiting other tables in search of information that they might be
missing on their own chart. Groups should be instructed not to
prohibit “spies or ambassadors” from seeing their charts. The idea
is to SHARE! While this is taking place, those remaining at the table
may quietly speak to each other as they continue to add to their
chart and verify that information is accurate and not duplicated.
Allow 5-10 minutes for this step.
The following problems are examples to use with your class to review
what to underline in a problem. Model one of the problems first, and then
allow the students to attempt the others on their own. What they underline
may vary. Discuss.
Sample underlining important vocabulary/numbers problems
1. Tim and Erin both collect autographs of their favorite sports players. Erin has 17
autographs. Tim says that he has more than twice that many. Which expression
represents this situation? (t represents the number of autographs Tim has)
a. 17 = 2t
b. t = 2 x 17
c. t > 2 + 17
d. t > 2 x 17
The correct answer is d.
2. Which situation describes two items being drawn “to scale”?
a. Two cupcakes that are the exact same size and shape
b. A right triangle and an equilateral triangle of the same perimeter
c. A big circle and a small circle
d. A square and a rhombus
The correct answer is c.
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3. If the height of a rectangular prism is doubled, but the length and width are not
changed, what is the effect on the volume?
a. Volume does not change
b. Volume is multiplied by 2
c. Volume is multiplied by 4
d. Volume is multiplied by 8
The correct answer is b.
The following problems are examples to use with your class to review “NOT”
problems. Model one of the problems first, and then allow the students to
attempt the others on their own. Review.
Sample “NOT” Problems
1. In 2003, there were 106.7 million homes in the United States with televisions. Of
those homes, 9/10 had at least one VCR. Which is the only statement that does
NOT follow from this data?
a. There were at most 90 million homes with a VCR.
b. A minimum of 90 million homes had a VCR.
c. At least 90 million homes had a VCR.
d. There were 90 million or more VCRs in the United States in 2003.
The correct answer is a.
2. Rachel is putting a ribbon border around a frame measuring 8 inches by 10 inches.
The ribbon costs $1.15 per yard. Which information will NOT help you find the total
cost of the ribbon?
a. The shape of the frame
b. The perimeter of the frame
c. The cost of the ribbon
d. The area of the frame
The correct answer is d.
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3. Look at the set of number pairs below.
(100, 10); (36, 6); (25, 5); (9, 3)
Which of the following number pairs could NOT belong to this set?
a.
b.
c.
d.
(16, 4)
(49, 7)
(64, 16)
(144, 12)
The correct answer is c.
Sample Extended Constructed Response Problems
1. Roland bought a puzzle book containing the puzzle shown below.
To solve the puzzle, Roland must figure out what numbers belong in the empty squares.
The following hints for solving the puzzle are included in the puzzle book:
Each row in the triangle forms a number pattern.
Each number is the sum of the two numbers above it.
(For example, the 7 in row two is the sum of the 3 and 4 in row one.)
Part A. Complete the triangle by filling in the six empty squares.
Part B. Use the following rules to create a new number pattern for Roland's puzzle
book. Describe the pattern you created.
The pattern should have exactly one row.
The pattern should have exactly four fractions.
Each fraction should be in simplest form.
The pattern can be increasing or decreasing.
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Sample Response
Part A.
Part B.
Answers will vary. The student should have a one-row pattern of four fractions with
each fraction being in simplest form. The student's response should include a
description of the pattern.
2. Gabriel heard a weather report that said the temperature in his town had
changed considerably in the past several hours.
Part A. Use the blank graph below to draw a line graph that shows the following:
1. The temperature at 1:00 p.m. was 70 degrees.
2. The temperature remained steady until 2:00 p.m.
3. Starting at 2:00 p.m., the temperature steadily dropped 25 degrees during a onehour period.
4. During the next one-hour period, the temperature steadily dropped another 5
degrees.
5. The temperature remained constant until 6:00 p.m.
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Part B. List the temperature for each hour that is on your graph.
Sample Response:
Part B.
1:00 PM = 70 degrees
2:00 PM = 45 degrees
3:00 PM = 40 degrees
4:00 PM = 40 degrees
5:00 PM = 40 degrees
6:00 PM = 40 degrees
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3. Olivia is conducting an experiment with two containers that are shaped like right
circular cylinders. The radius and height of each container is shown below.
Both containers have the same amount of water in them. Container A is filled to the top.
What is the height in inches of the level of the water in Container B? Show your work or
explain your answer.
Sample Response
Volume of Container A =
Volume of Container B =
Container A, which is filled to the top, has a height of 4 inches. Container B has a height
of 4 inches also, but its volume is 4 times that of Container A. Therefore, the level of
water in Container B would be 1 inch.
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Sample Multiple-Choice Problems
Choose the best of the answer choices given for each of the following problems. You
may NOT use a calculator.
1. Jacinta buys a pen for 89 cents. She has 9 coins in her pocket. She
decides to use 5 coins to pay for the pen. If she is given 1 penny and 1
nickel as her change, what 5 coins does Jacinta use to pay for the pen?
A.
B.
C.
D.
3 quarters, 3 dimes
2 quarters, 2 dimes
2 quarters, 3 dimes
3 quarters, 2 dimes
The correct answer is D. Choices A and B could be eliminated right away
because they yield 6 coins.
2. At Janelle’s birthday party, Linda ate 3 pieces of pizza, Brent ate 2 pieces,
Stacey ate 4 pieces, and Kelly ate 3 pieces. Now, one fourth of the pizza
is left. Into how many pieces was the pizza originally cut?
A.
B.
C.
D.
8
12
16
24
The correct answer is C. The students can use the answer choices to
help them solve the problem.
3. If you drew a quadrilateral that was equiangular, but NOT equilateral,
which type of figure would you have drawn?
A.
B.
C.
D.
Rhombus
Square
Trapezoid
Rectangle (not square)
The correct answer is D. Students should be encouraged to underline the
important vocabulary and the word NOT.
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Sample Short Constructed Response Problems
1. How many ways can a teacher choose 2 students from a
group of 4 students?
Answer: 6
2. A bag contains 5 red marbles, 8 blue marbles, and 7 green
marbles. Arturo reaches into the bag and removes one marble.
What is the probability that marble is red?
Answer:
.25, ¼, 5/20, or 25%
3. At Store A, a $120 CD player is on sale for 20% off. What is the
sale price of the CD player?
Answer: $96
Sample Manipulatives Problems
1. Use your ruler to measure the four lengths below.
Length A
__________
Length B
_________________________________
Length C
____________________________________________
Length D
_________________________
Which length is between 2 and 3 inches long?
A.
B.
C.
D.
Length A
Length B
Length C
Length D
The correct answer is D.
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2. What is the length of the crayon to the nearest ¼ inch?
A.
B.
C.
D.
2 inches
2 ¼ inches
2 ½ inches
2 ¾ inches
The correct answer is B.
3. Use a ruler to measure the sides of this rectangle. Measure to the nearest inch.
Which is the perimeter?
A.
B.
C.
D.
1 in.
2 in.
4 in.
6 in.
The correct answer is D.
When not to use manipulatives:
4. Yolanda is putting a book shelf on the wall in her living room. The shelf is 3
feet long. She wants to divide it into 2 equal sections. How long is each section of
the shelf?
3 feet
A.
B.
C.
D.
1 ½ feet
2 feet
2 ½ feet
3 feet
A ruler is not needed. Use the information in the problem. The correct
answer is A
Rev 3/1/2011
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