GRADE 6: REPRESENT NUMBERS (#1) · 2011. 8. 3. · e. Your school has 732 students. The students...

©T. Braybrook Gr. 6 Profile Question Bank

GRADE 6: REPRESENT NUMBERS (#1)

Objective assessed in this category: Demonstrate an understanding of place value for numbers greater than one million

a. Label the periods in the place value chart below. Then write the number shown

in standard form.

b. Write the value of the underlined digit.

346 587 294

894 631 837

763 925 162

c. Which number is represented on this abacus?

a. 5 318 264 b. 531 820 064 c. 53 180 264 d. 531 802 064

d. Teacher says: “Write the number four hundred six million, three hundred

twenty-eight thousand, nine hundred seventy-two.”


GRADE 6: NUMBERS (#2)

Objective assessed in this category: Demonstrate an understanding of factors and multiples by:

-determining multiples and factors of numbers less than 100

-identifying prime and composite numbers

-solving problems involving multiples

Demonstrate an understanding of integers, concretely, pictorially and symbolically

a. When you are skip counting, you are actually finding:

a. factors b. multiples c. even numbers d. all of the above

b. Fill in the blanks to complete the factors of 32.

1, 2, , 8, , 32

c. A number with more than 2 factors is a: prime OR composite number.

(Circle your answer.)

d. A negative number:

a. is less than zero b. is indicated by a plus sign

c. is greater than zero d. all of the above

e. These numbers are all multiples of . 16, 24, 8, 20, 36

f. Write the factors of 16.


GRADE 6: WHOLE NUMBER OPERATIONS (#3)

Objective assessed in this category: Solve problems involving large numbers, using technology

Explain and apply the order of operations, excluding exponents, with and without

technology (limited to whole numbers)

a. Add.

74 355 + 32 453 890 = 80 222 651 + 34 089 =

b. Which is a reasonable estimate for 34 X 561?

a. 1800 b. 12 000 c. 1200 d. 18 000

c. What symbol is used to show operations that should be done first?

d. Zach looked at his odometer before he left on holidays. It read

137 491.6 km. At the end of his holidays, is read 184 206.5 km. How many

kilometers did he travel while on holidays?

e. Your school has 732 students. The students are put into school spirit teams

with 12 students on each team. How many teams are there?

f. Kolt thinks that 174 623 + 698 475 = 762 098. Use the inverse operation to

check his work.

g. Put in brackets to make the equation true: 28 – 2 X 3 + 10 = 2


GRADE 6: FRACTIONS, RATIO & PERCENT (#4)

Objective assessed in this category: Relate improper fractions to mixed numbers

Demonstrate an understanding of ratio, concretely, pictorially and symbolically

Demonstrate an understanding of percent (limited to whole numbers) concretely,

pictorially and symbolically

a. Which is the improper fraction?

a. b. c. d.

b. These Christmas cookies are on a tray. What is the ratio of heart cookies to

candy cane cookies?

c. “A percent is a ratio out of 100.” True or False?

d. Draw a picture to represent the following improper fractions.


GRADE 6: DECIMALS (#5)

Objective assessed in this category: Demonstrate an understanding of place value for numbers less than one thousandth

Demonstrate an understanding of multiplication and division of decimals (1-digit whole

number multipliers and 1-digit natural number divisors)

a. Put these numbers on the place value chart.

23.0042 0.40782 1. 843065 Tens Ones Tenths Hundredths Thousdandths Ten-

Thousandths

Hundred-

Thousandths

Millionths

b. If = ones, = tenths and X = hundredths, what multiplication equation does

this picture represent?

a. 1.34 X 4 b. 1.34 + 1.34 + 1.34 + 1.34 c. 134 X 4 d. 3.14 X 4

c. Divide.

2.679 ÷ 3 = 0.0045 ÷ 5 =

d. Write 2 decimals that come between 7.283 and 7.284.


GRADE 6: PATTERNS (#6)

Objective assessed in this category: Demonstrate an understanding of the relationships within tables of values to solve

problems

Represent and describe patterns and relationships using graphs and tables

a. What is the rule being used?

b. Make an input/output table for this graph.

Describe the relationship shown on this graph.

c. You are hiking deep into the Rockies. You find these numbers on an old piece of

paper. Fill in the missing numbers.

0

2

4

6

8

10

12

14

16

18

1 2 3 4

Output

Input


GRADE 6: EQUATIONS (#7)

Objective assessed in this category: Represent generalizations arising from number relationships using equations with letter

variables

Demonstrate and explain the meaning of preservation of equality concretely, pictorially

and symbolically

a. What is the formula for finding the perimeter of a rectangle?

a. A=l X w b. P=2l + 2s c. P=6l d. all of the above

b. Write each expression using the commutative property.

8 + 10 7 X 12 j + s f X q

c. Is this scale balanced? YES NO

Explain how you know.

d. Write the pattern rule that relates the input to output, using an expression.

Input Output

7 40

2 15

10 55

4 25

e. For your school’s basketball tournament, all teams must have 12 players. Write

an expression to represent this pattern and then use it to find how many players

there will be if 6 teams are in the tournament.

43 - 10 20+10+3


GRADE 6: MEASUREMENT (#8)

Objective assessed in this category: Demonstrate an understanding of angles by:

-identifying examples of angles in the environment

-classifying angles according to their measure

-estimating the measure of angles using 45°, 90°, 180° as reference angles

-determining angle measures in degrees

-drawing and labelling angles when the measure is specified

Demonstrate that the sum of interior angles is:

-180° in a triangle

-360° in a quadrilateral

Develop and apply a formula for determining the:

-perimeter of polygons

-area of rectangles

-volume of right rectangular prisms

a. An acute angle is:

a. an angle greater than 90o (91o-179o)

b. an angle equal to 90o

c. an angle less than 90o (0o-89o)

d. an angle greater than 180o (181o-360o)

b. Draw an angle that measures 90o.

c. What is the formula to find the perimeter of a rectangle?

a. L + L + w + w = P b. (L + w) X 2 = P

c. 2L + 2w = P d. all of the above


GRADE 6: GEOMETRY (#9)

Objective assessed in this category: Construct and compare triangles, including:

-scalene, isosceles, equilateral, right, obtuse, acute

in different orientations

Describe and compare the sides and angles of regular and irregular polygons

a. Which statement is true of all polygons?

a. It is a closed shape.

b. It is made of straight line segments.

c. 2 sides meet at every vertex

d. All of the above

b. How many equal sides and angles does a scalene triangle have?

How many equal sides and angles does an equilateral triangle have?

How many equal sides and angles does an isosceles triangle have?

c. Draw an isosceles triangle with a perimeter of 12 cm.

d. Explain why this shape is not a polygon.

e. Use a ruler to measure, then determine the kind of triangle each is.

f. Is it possible for an equilateral triangle to have a right angle? Explain in words

or diagrams.


GRADE 6: TRANSFORMATIONS (#10)

Objective assessed in this category: Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D

shape, with and without technology, and draw and describe the image

Perform a combination of successive transformations of 2-D shapes to create a design,

and identify and describe the transformations

Identify and plot points in the first quadrant of a Cartesian plane using whole number

ordered pairs

Perform and describe single transformations of a 2-D shape in the first quadrant of a

Cartesian plane (limited to whole number vertices)

a. Write the ordered pairs (or coordinates) for the letters below.

b. Where might a coordinate system be used?

a. on a map b. for hotel rooms

c. for theatre seats d. all of the above

c. Draw and label a coordinate grid. Plot the following points:

O (20, 5) P (30, 20) Q (15,30) R (10,10)

Circle the origin.


GRADE 6: GRAPHNIG & DATA ANALYSIS (#11)

Objective assessed in this category: Create, label and interpret line graphs to draw conclusions

Select, justify and use appropriate methods of collecting data, including:

-questionnaires, experiments, databases, electronic media

Graph collected data and analyze the graph to solve problems

a. What kind of graph displays continuous data by using points that are joined by

line segments?

a. line graph b. bar graph c. circle graph d. pictograph

b. A grade 4 class wants to learn if more families like to go camping for holidays

than any other kind of holiday.

What might their survey question be?

What method should they use to best keep their information organized? Explain.

c. This graph shows the number of different organisms found at different

wetlands sites.

About how many more organisms were found at the north end of the marsh than in

the middle of the marsh?

How many organisms in all were found in all of these wetland sites?

140

130

120

110

100

90

80

70

60

50

40

30

20

N

u

m

b

e

r

o

f

o

r

g

a

n

i

s

m

s Wetlands Sites

N end of marsh S end of marsh middle of marsh slough bog

Organisms Found in Wetlands


GRADE 6: CHANCE & UNCERTAINTY (#12)

Objective assessed in this category: Demonstrate an understanding of probability by:

-identifying all possible outcomes of a probability experiment

-differentiating between experimental and theoretical probability

-determining the theoretical probability of outcomes in a probability experiment

-determining the experimental probability of outcomes in a probability experiment

-comparing experimental results with the theoretical probability for an experiment

a. Mrs. Braybrook has all 24 students’ names on individual popsicle sticks in a jar.

If she picks one name from the jar, how many possible outcomes are there?

b. Written as a fraction, what is the theoretical probability that this spinner will

land on S.

c. What is determined on the basis of an experiment that is repeated many times?

a. theoretical probability b. experimental probability

c. an impossible event d. a certain event

d. I won a prize! I get to pick one prize from the bucket without looking. In the

bucket there are books, notepads, pencils, candy, erasers and bracelets. How

many possible outcomes are there? What are the possible outcomes?


GRADE 6: PROBLEM SOLVING (#13)

NOTE: The Western and Northern Canadian Protocol Common Curriculum Framework for K-9

Mathematics lists “Problem Solving” as one of the “critical components that students must encounter in a mathematics program in order to achieve the goals of mathematics education and encourage lifelong learning in mathematics.” (Crown in Right of the Government of Alberta, British

Columbia, Manitoba, Northwest Territories, Nunavut Territory, Saskatchewan and Yukon Territory, 2006, p. 6) The questions in this section are not linked to specific outcomes because they assess more than

one objective in a single question. These questions are designed to allow students the chance to

demonstrate their ability to integrate skills as well as reason and justify their mathematical

thinking and as such, most have more than one way to come up with an answer.

a. For breakfast you always have a bowl of cereal, a piece of fruit and a drink. You

look to see what’s in the house and this is what you find.

Cereal --> Rice Krispies, Froot Loops and Cheerios

Fruit --> banana, apple, grapes

Drink --> milk, juice

How many different complete breakfasts are possible?

a. 8 b. 12 c. 16 d. 18

b. A group of friends kept track of how many minutes they talked on their cell

phone for a week.

Tyra talked for 380 minutes.

Paige talked for 1/2 as many minutes as Tyra.

Tessa talked for 125 minutes more than Paige.

Haley talked for 45 minutes less than Tyra.

How many minutes did the 4 friends talk on their cell phones combined?

GRADE 6: REPRESENT NUMBERS (#1) · 2011. 8. 3. · e. Your school has 732 students. The students...

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