Cumulative Assessment (CA) Unpacking Document
Special Information / Other Information(optional use for additional information)
Grade Level/Subject/Course:
6th Plus
Testing Window: YR (Mar. 24-28)
Trad ( Mar. 24-28) / standards- 6.EE.5-9, 7.EE.3-4, 6.NS.6b and 8, 6.G.1-4, 7.G.4,6
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Standards
(concepts/nouns highlighted) / Vocabulary
Expressions and Equations: Reason about and solve one-variable equations and inequalities.
6.EE.5 Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true
6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
6.EE.7 Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and px=q for cases in which p, q and x are all nonnegative rational numbers.
6.EE.8 Write an inequality of the form x >c or x < c to represent a constraint or condition in a real-world or mathematical problem. Recognize that inequalities of the form x >c or x < c have infinitely many solutions; represent solutions of such inequalities on number line diagrams
Expressions and Equations: Represent and analyze quantitative relationships between dependent and independent variables.
6.EE.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation.
6.NS.6 Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.
b. Understand signs of numbers in ordered pairs as indicating locations in quadrants of the coordinate plane; recognize that when two ordered pairs differ only by signs, the locations of the points are related by reflections across one or both axes.
6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.1 Find area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems.
6.G.2 Find the volume of a right rectangular prism with fractional edge lengths by packing it with unit cubes of the appropriate unit fraction edge lengths, and show that the volume is the same as would be found by multiplying the edge lengths of the prism. Apply the formulas V = lwh and V=bh to find volumes of right rectangular prisms with fractional edge lengths in the context of solving real-world and mathematical problems.
Geometry: Solve real-world and mathematical problems involving area, surface area, and volume.
6.G.3: Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving real-world and mathematical problems.
6.G.4 Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
Expressions and Equations Solve real-life and mathematical problems using numerical and algebraic expressions and equations.
7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations as strategies to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
7.EE.4 Use variables to represent quantities in a real- world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.
a. Solve word problems leading to equations of the form px + q = r and p(x + q) = r, where p, q, and r are specific rational numbers. Solve equations of these forms fluently. Compare an algebraic solution to an arithmetic solution, identifying the sequence of the operations used in each approach.
b.Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
7.G.4 Know the formulas for the area and circumference of a circle and use them to solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
7.G.6 Solve real world and mathematical problems involving area, volume and surface area of two-and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Item Number
(list all items) / Standard(S) Addressed
[indicate standard number (e.g., 6.NS.1)] / Verb/Skill (Concept)
[identify the skills necessary to complete the item (e.g., analyze graph to determine if a relationship is linear)] / DOK
[indicate the DOK level required to complete the item (e.g., 2); *1-3 for multiple choice, 4 only if student must create something] /
1 / 6.NS.C.6b / Identify the quadrant when a point is reflected over the x –axis / 1
2 / 6.NS.C.6b / Identify which two sets of ordered pairs are a reflection over the x-axis / 1
3 / 6.EE.B.5 / Given 4 answers which of the answers make the inequality true / 1
4 / 6.EE.A.6 / Identify the expression that that represents the word problem / 1
5 / 6.EE.A.6 / Identify the expression that that represents the word problem / 1
6 / 6.EE.A.7 / Identify what the 1st step would be to solve a one step equation / 1
7 / 6.EE.A.8 / Identify the number line that represents the solution to an inequality / 1
8 / 6.EE.C.9 / Identify the table of value that match the graph / 1
9 / 6.EE.C.9 / Identify the equation that represents the word problem / 1
10 / 6.G.A.3 / Plot the points on a coordinate plane and identify the shape draw / 1
11 / 7.EE.B.3 / Add together the given info ( %, fraction and decimal )then subtract to find the percent that does not meet the provided info. / 1
12 / 7.EE.B.4b / Identify the graph that shows the solution for the 2 step inequality / 2
13 / 6.NS.C.8 / Identify the point that is 5 units from the point given / 1
14 / 6.NS.C.8 / Given 2 points find the distance between the two points / 1
15 / 6.EE.B.5 / Given 4 answers which of the answers make the inequality true / 1
16 / 6.EE.A.7 / Solve a one step equation that involves a fraction / 1
17 / 6.EE.A.8 / Identify the inequality that matches the word problem / 1
18 / 6.G.A.1 / Find the area of the amount of wall that has to be painted after you subtract off the area of the door and 2 windows / 1
19 / 6.G.A.1 / Find the area of the given triangle / 1
20 / 6.G.A.2 / Given the side length for a small cube and the number of small cubes that will fit in a larger cube. What is the volume of the larger cube? / 2
21 / 6.G.A.2 / Given the dimensions of a large rectangular prism and the side length of a small cube. How many small cubes are needed to fill the prism? / 2
22 / 6.G.A.3 / If traveling to 4 points on the coordinate plane. What is the total number of blocks traveled? / 2
23 / 6.G.A.4 / Given the net of a cube. If the cube was doubled how many times larger would the larger cube be? / 2
24 / 6.G.A.4 / Given the net of a rectangular prism find the surface area / 2
25 / 6.G.A.4 / Given the net of a regular square pyramid find the surface area / 2
26 / 7.EE.B.3 / Solve a multi step real-life problem / 2
27 / 7.EE.B.4a / Solve the 2 step equation / 1
28 / 7.EE.B.4a / Given a word problem solve the 2 step equation / 2
29 / 7.EE.B.4b / Solve the 2 step inequality / 1
30 / 7.G.B.4 / Identify the equation to find the perimeter of a rectangle that has a half circle cut through on side. / 2
31 / 7.G.B.4 / The inner and outer edges of a circular track, with the given dimensions shown, need to be refinished. How many feet of edging, in total, will be required to refinish the edges of the circular track? (use 22/7 or Pi) / 2
32 / 7.G.B.6 / A company wants to reduce the amount of cardboard used to package a product with a stated volume. Identify dimensions for the redesigned package with the smallest surface area. / 2
33 / 7.G.B.6 / Given the dimensions of an aquarium. How much gravel is needed to cover the bottom of the aquarium to a depth of 1.5 inches? / 2
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