Los Angeles Unified School District
Office of Curriculum, Instruction, and School Support
INTERIM ASSESSMENT
Common Core Math 6
Fall Semester
2014-2015
Teacher Materials
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
Claim DOK
1
6.NS.1
1
1
2
6.RP.3b
1
2
MP
Type of
question
1, 2
SCR
10: (1 point) Student writes the correct number of cakes.
SCR
450: (1 point) Student writes the correct number of words.
3
6.NS.1,
6.EE.6
1
1
1, 2
MC
4
6.RP.3a
1
1
N/A
SCR
Rubric and Rationale
A. Incorrect operation; does not correctly interpret the quotient of
fractions
B. Correct
C. Incorrect operation and equation; does not correctly interpret the
quotient of fractions
or the placement of the variable
D. Incorrect operation and equation; does not correctly interpret the
quotient of fractions
or the placement of the variable
Student enters 15.
(1 point) Student writes the correct value.
Responses to this item will receive 0-2 points, based on the following:
2 points: The student demonstrates a thorough understanding of
using ratio and rate reasoning to solve real-world problems. The
student gives the unit rate in Part A of $10.95 and the cost of $76.65
for 7 video games in Part B.
5
6.RP.3
1
2
1, 2
SCR
1 point: The student demonstrates a partial understanding of using
ratio and rate reasoning to solve real-world problems. The student
gives the correct unit rate in Part A
but answers Part B incorrectly OR the student answers Part A
incorrectly but the answer in Part B corresponds to the incorrect
answer in Part A.
0 points: The student demonstrates inconsistent or no
understanding of using ratio and rate reasoning to solve real-world
problems.
2
LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
Claim DOK
MP
Type of
question
Rubric and Rationale
6
6.RP.3
1
2
1,2
SR
A. Correct: 20 and 32 are both multiple of 4 and they are equivalent.
B. Reversed the ratio (green to blue)
C. Saw the 5 and 8 and didn’t pay attention to the place value.
D. Correct
7
6.RP.3d
1
1
N/A
MC
B:
(1 point) Student selects the correct value.
8
6.RP. 3c
1
2
N/A
SCR
200
(1 point)
9
5.NF.4
3
3
SCR
Part C:
(2 points) for getting all Parts correct – Parts A, B, and C
(1 point) for getting any two Parts correct
10
6.NS.2
1
1
N/A
SCR
689. (1 point) Student enters the correct quotient.
11
6.EE.2c
1
1
6
SCR
45: (1 point) Student enters the correct temperature
12
6.RP.3, 6.NS.3
2
2
1, 2
CR
(2 points)
3
LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
Claim DOK
MP
Type of
question
Rubric and Rationale


2:5
7:2 is the ratio of the total number of loaves of bread to the number of
loaves of rye bread
Each part of this response is scored separately and earns 1 point for each correct
response.
Sample Top-Score Response:
Part A
13 pizzas
Part B
$149.50
Responses to this item will receive 0-2 points, based on the following:
13
6.RP.1
1
2
1, 6
CR
2 points: The student demonstrates a thorough understanding of how to apply
mathematics to solve problems involving ratio and rate reasoning and
computation with multi-digit decimals. The student provides an estimate of 1215 pizzas and correctly computes the cost for that number of pizzas.
1 point: The student demonstrates a partial understanding of how to apply
mathematics to solve problems involving ratio and rate reasoning and
computation with multi-digit decimals. The student provides an low or high
estimate of 9-11 or 16-18 pizzas, but correctly computes the cost for that
number of pizzas OR the student provides an estimate of 12-15 pizzas but does
not correctly compute the cost for that number of pizzas.
0 points: The student shows inconsistent or no understanding of how to apply
mathematics to solve problems involving ratio and rate reasoning and
computation with multi-digit decimals.
4
LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
14
6.NS.B.3
Claim DOK
2
2
MP
Type of
question
2, 4
CR
Rubric and Rationale
(2 points) Student correctly shades the model and answers Part B correctly.
(1 point) Student correctly answers Part A OR Part B, not both.
Sample Top-Score Response:
The volume of each box is 15.625 cubic feet.
54 boxes completely fill the cargo hold of the truck. The length of the cargo
hold is 15 feet, so 15 divided by 2.50 equals 6. The width and height of the
cargo hold are each 7.5 feet, so 7.5 divided by 2.5 equals 3. So the 6 boxes
times 3 boxes times 3 boxes equals 54 total boxes that fit in the cargo hold.
15
5
6.G.2, 6.NS.3
3
2
LAUSD Secondary Mathematics
1, 2,
4
CR
Responses to this item will receive 0-3 points, based on the following:
3 points: The student shows thorough understanding of how to determine the
volume of a cube and the volume of a rectangular prism built from unit cubes,
and shows thorough understanding of how to support reasoning. The student
correctly computes the volume of the box and the number of boxes needed to
fill the cargo hold, and correctly explains how the number of cubes needed to
fill the cargo hold was determined.
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
Claim DOK
MP
Type of
question
Rubric and Rationale
2 points: The student shows good understanding of how to determine the
volume of a cube, a rectangular prism built from unit cubes, with supportive
reasoning. The student correctly determines the number of boxes needed to fill
the cargo hold based on the dimensions given for the box and offers a valid
explanation of the process used to determine the number of cubes needed to fill
the cargo hold, but may have incorrectly determined the volume of the cube.
OR The student correctly determines the volume of a cube, however makes an
error in determining the number of boxes needed to fill the cargo hold, but
offers a valid explanation of the process used to determine the number of cubes
needed to fill the cargo hold. OR The student determines the correct volume of
a cube, and determines the number needed to fill the cargo hold, but offers
incomplete or no supporting work.
1 point: The student shows partial understanding of how to determine the
volume of a cube, a rectangular prism built from unit cubes, with supportive
reasoning. The student correctly determines the volume of the cube, but is
unable to determine a process or correct answer for the number of cubes needed
to fill the cargo hold. OR The student
incorrectly determines the volume of a cube, but uses that incorrect answer and
correctly applies it to determining the number of cubes needed to fill the cargo
hold (without supporting work).
0 points: The student shows little or no understanding of how to determine the
volume of a cube, shows little or no understanding of how to determine the
volume of a rectangular prism built from unit cubes, and shows little or no
understanding of how to support reasoning. The student incorrectly determines
the volume of the cube, incorrectly determines the number of boxes needed to
fill the cargo hold based on the dimensions given for the box, and does not offer
a valid explanation of the process used to determine the number of cubes
needed to fill the cargo hold.
16
6
6.RP.3
2
LAUSD Secondary Mathematics
N/A
CR
3 points: Students solve the problem correctly and explain the solution.
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Fall Interim Assessment Blue Print and Rationale
Question #
Standard
Claim DOK
MP
Type of
question
Rubric and Rationale
2 points: Students solve the problem correctly but did not explain their
solutions.
1 point: Students did not get the correct answer but tried to explain the solution
sequence.
0 point: Students did not solve the problem or attempted incorrectly to solve the
problem. The explanation was not correct.
Exemplar 1: A tape diagram (known in some circles as a strip or bar diagram)
shows the solution in a very succinct way:
Exemplar 2: We know that 20% of the original price is $5. Furthermore, 20%
of the original price is the same thing as 20100=15 of the original price. We
know that 15 of a quantity is 5, so we can solve this problem by dividing 5 by
15 (this is a Group Size Unknown problem).
5÷15=25
So the original price was $25.
CR: Constructed Response; SR: Selected Response; SCR: Short Constructed Response; and MC: Multiple Choice
DOK: Depth of Knowledge; MP: Mathematical Practice
7
LAUSD Secondary Mathematics
August 27, 2014
1. A recipe requires
cup of nuts for 1
cake.
Write the maximum number of cakes
that can be made using 7
cups of nuts.
_________________________________
2. Carl types 180 words in 2 minutes.
Write the number of words Carl types in
5 minutes at this rate.
5. Part A: Ben’s Game World is having a
sale on video games. The store is
offering a sale pack of 4 video games for
$43.80. What is the unit price of a video
game in the sales pack?
________________________________
3. Hisaki is making sugar cookies for a
$____________________
school bake sale. He has 3 cups of
sugar. The recipe calls for
cup of
sugar for one batch of cookies. Which
equation can be used to find b, the total
number of batches of sugar cookies he
can make?
Part B: Roberto’s Electronics is also having a
sale on video games. The unit price of any
video game at Roberto’s Electronics is the
same as the unit price of a video game in
the sale pack at Ben’s Game World. How
much would it cost a customer for 7 video
games at Roberto’s Electronics?
A. 3 x = b
B. 3 ÷ = b
$______________________
C. 3 + b =
D. 3 - b =
4. This table contains x and y values in
equivalent ratios. Fill in the missing
value in the table.
6. In the art class, Marvin painted tiles to
use for a project. For every 5 tiles he
painted blue, he painted 8 tiles green.
Identify the equivalent ratio(s) of blue tiles
to green tiles. Select all that apply.
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Interim Assessment, Fall
A.
B.
C.
D.
20:32
40:25
50:800
60:96
To convince Sarah that this statement is
only sometimes true:
Part A: Write one number into each box
so the product, n, is less than .
7. Select the value that completes this
expression for converting 10 yards to
inches.
Product n is less than .
x
=n
Part B. Write one number into each box
so the product, n, is not less than .
Product n is not less than 2/3.
x
=n
Part C: The equation shown has an
unknown number.
___ x
8. Write the unknown value that makes
this statement true:
30% of _______________ is 60.
Write a fraction that makes the
equation true.
____________________________
9. Look at the equation.
x
10. Divide
16,536 ÷24
=n
Write the quotient.
Sarah claims that for any fraction
multiplied by
, n will be less than
.
_________________________
9 LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Interim Assessment, Fall
temperature in degrees Celsius 0C
equals to 113 degrees Farenheit (F).
_____________________________
11. The formula
is used to
convert the temperature in degrees
Farenheit (F) to the temperature in
degrees Celsius ©. Write the
12. A restaurant worker used 5 loaves of wheat bread and 2 loaves of rye bread to make
sandwiches for an event.
Part A: Write a ratio that compares the number of loaves of rye bread to the number of
loaves of wheat bread.
Part B: Describe what the ratio of 7:2 means in terms of the loaves of bread used for the
event.
13. Alia wants to buy pizza for a party.
• 40 to 50 people will be coming to the party.
• A large pizza from Paolo’s Pizza Place serves 3 to 4 people.
10 LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Interim Assessment, Fall
• Each large pizza from Paolo’s Pizza Place costs $11.50.
Part A
Alia wants to buy enough pizza so that people will not be hungry, and wants to have the
least amount of pizza left over. How many large pizzas should Alia buy?
_______________pizzas
Part B
If Alia buys the number of large pizzas that you determined in Part A, how much money
will she spend on pizza? $___________
14. Carlos needs 1.7 meters of wire for one project and 0.8 meter of wire for another
project.
Part A.
Shade the model to represent the total amount of wire Carlos needs. Each full row
represents 1.0 meter.
Each full row = 1.0 meter.
Part B.
Carlos has 2.4 meters of wire. Does Carlos have enough wire?
 If he does, answer how much wire he will have left over.
 If he does not answer how much more he needs.
11 LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Interim Assessment, Fall
Shade the value into one of the boxes.
Each full row = 1.0 meter.
He will have ____ meters of wire left over.
Or
He needs ___ more meters of wire.
15. Cube-shaped boxes will be loaded into the cargo hold of a truck. The cargo hold of the
truck is in the shape of a rectangular prism. The edges of each box measure 2.50 feet
and the dimensions of the cargo hold are 7.50 feet by 15.00 feet by 7.50 feet, as shown
below.
12 LAUSD Secondary Mathematics
August 27, 2014
Los Angeles Unified School District
Office of Curriculum, Instruction and School Support
Common Core Math 6 Interim Assessment, Fall
What is the volume, in cubic feet, of each box?
Determine the number of boxes that will completely fill the cargo hold of the truck. Use
words and/or numbers to show how you determined your answer.
16. Selina bought a shirt on sale that was 20% less than the original price. The original price
was $5 more than the sale price. What was the original price? Explain or show work.
13 LAUSD Secondary Mathematics
August 27, 2014