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7New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideMathematics

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4Answers to Short- and Extended-Response Questions 5Mathematics Rubrics for Scoring 6

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 8Ready™ New York CCLS Practice Answer Key and Correlations 13

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics


For the Teacher

What is Ready™ New York CCLS Practice?Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for Mathematics. By completing this book, students develop mastery of the Common Core Learning Standards for Mathematics. To develop this mastery, students answer comprehension questions that correlate to the Mathematical content strands of the Common Core Learning Standards.

How does Ready™ New York CCLS Practice correlate to the Common Core Learning Standards for Mathematics?The test has 78 questions (68 multiple-choice, 6 short-response, and 4 extended-response) that address the key skills in the Mathematics strands of the CCLS:

• Ratios and Proportional Relationships

• The Number System

• Expressions and Equations

• Geometry

• Statistics and Probability

How should I use Ready™ New York CCLS Practice?This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide Mathematics assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready™ New York CCLS Practice?Provide each student with a student book and two sharpened No. 2 pencils with good erasers. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day 1 Book 1 (questions 1–34) 50* minutes



* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response items in their student books.


What is the correction procedure?Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought processes they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why choices are incorrect will help students understand the correct answer.

Use the 2-Point Holistic Rubric—Short-Response (page 6) to score the short-response items. Use the 3-Point Holistic Rubric—Extended-Response (page 7) to score the extended-response items.

If you wish to familiarize students with the use of a rubric, provide them with copies. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubrics. Explain your evaluations.

How should I use the results of Ready™ New York CCLS Practice?Ready™ New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for Mathematics. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Keys and Correlations, beginning on page 13, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready™ New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready™ New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 8.


Ready™ New York CCLS Mathematics Practice, Grade 7Answer Form

Name

Teacher Grade

School City

Book 1 Book 2 Book 3

1. A ● C D

2. A B ● D

3. A B ● D

4. ● B C D

5. A B C ● 6. A B ● D

7. A B ● D

8. A B C ● 9. A B ● D

10. A ● C D

11. A B ● D

12. A B ● D

13. A B ● D

14. A ● C D

15. ● B C D

16. A B ● D

17. ● B C D

18. A B C ● 19. ● B C D

20. ● B C D

21. A ● C D

22. A ● C D

23. A B C ● 24. ● B C D

25. A B ● D

26. A B ● D

27. A ● C D

28. A B C ● 29. A ● C D

30. ● B C D

31. A ● C D

32. A B ● D

33. ● B C D

34. ● B C D

35. A ● C D

36. A ● C D

37. A ● C D

38. A B ● D

39. A ● C D

40. ● B C D

41. A B ● D

42. A ● C D

43. A B ● D

44. ● B C D

45. ● B C D

46. A ● C D

47. A B ● D

48. ● B C D

49. ● B C D

50. A B C ● 51. A ● C D

52. A ● C D

53. ● B C D

54. A B ● D

55. A ● C D

56. A B C ● 57. A ● C D

58. A B ● D

59. A ● C D

60. A B C ● 61. A B C ● 62. ● B C D

63. ● B C D

64. A ● C D

65. A B C ● 66. ● B C D

67. A B C ● 68. ● B C D

For questions 69 through 78, write your answers in the book.

69. See page 5. 70. See page 5. 71. See page 5. 72. See page 5. 73. See page 5. 74. See page 5. 75. See page 5. 76. See page 5. 77. See page 5. 78. See page 5.


Book 3 pages 34–44

For scoring of questions 69–78, see also Mathematics Rubrics for Scoring, pages 6 and 7.

69. (extended response)

Part A: 45%

Part B: 960 ·····

 1,600

5 3 ··

 5

Part C: $640

70. (short response)

Part A: 3 ··

 4

Part B: 90


Part A: 75 miles per hour

Part B: Possible equation: d 5 75x 2 30

Part C: 345 miles


Part A: 10 mi ·····

 2 h

, 15 mi ·····

 3 h

, 20 mi ·····

 4 h

Part B: Yes; Possible explanation: The rates all simplify to 5 mi

···· 

1 h , so they are proportional.


Part A: Possible equation: 3 3 (25) 5 215

Part B: Possible situation: John made three withdrawals of $5 each.

Part C: No; Possible explanation: The product of two negative numbers is a positive number.

Possible equation: 22 • (27) 5 14


Part A: Possible equation: t 5 0.75v 1 12.75

Part B: 124 videos


Part A: 23, 17, 49, 62, 93, 44, 38, 23, 07, 78, 32, 50, 81, 32; 50% ride the bus

Part B: Group 2: about 36%

Group 3: 50%

Group 4: 50%

Group 5: about 43%

Part C: Possible explanation: Two simulations had exactly 50% of the students riding the bus, and the other two simulations had a little less than 50% riding the bus. Simulations are random, so the result of a simulation won’t always match the expected outcome.


Part A: 15 cars

Part B: 133 cars


Part A: Possible inequality: 8,800 $ 1,050x 1 2,500

Part B: Possible number line:

109876543210


Part A: Possible expression: 1 2 1 ··

 2 3 r 2  1 1  3

·· 

4 3 40 2

Part B: 306 miles per hour

Answers to Short- and Extended-Response Questions


Mathematics Rubrics for Scoring

2-Point Holistic Rubric (for Short-Response Questions)*

2 Points A 2-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly using mathematically sound procedures

1 Point A 1-point response is only partially correct.

This response

• indicates that the student has demonstrated only a partial understanding of the mathematical concepts and/or procedures in the task

• correctly addresses some elements of the task

• may contain an incorrect solution but applies a mathematically appropriate process

• may contain correct numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.


3-Point Holistic Rubric (for Extended-Response Questions)*

3 Points A 3-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly, using mathematically sound procedures

2 Points A 2-point response is partially correct.

This response

• demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the task

• addresses most aspects of the task, using mathematically sound procedures

• may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations

• may reflect some misunderstanding of the underlying mathematical concepts and/or procedures

1 Point A 1-point response is incomplete and exhibits many flaws but is not completely incorrect.

This response

• demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied in the task

• may address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete

• exhibits multiple flaws related to misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning

• reflects a lack of essential understanding of the underlying mathematical concepts

• may contain correct numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.


Correlation Charts

Common Core Learning Standards for Grade 7 — Mathematics Standards

Ready™ New York CCLS Instruction and PracticePractice

Item NumbersInstructionLesson(s)

Ratios and Proportional Relationships7.RP.1 Compute unit rates associated with ratios of fractions, including ratios of

lengths, areas and other quantities measured in like or different units. For 

example, if a person walks   1 ·· 

2   mile in each   1 

·· 

4   hour, compute the unit rate as the 

complex fraction   1  –  2—  1  –  4

 miles per hour, equivalently 2 miles per hour.

57, 64 9, 22

7.RP.2 Recognize and represent proportional relationships between quantities.9, 18, 22, 32, 37, 44,

46, 49, 54, 56, 59, 62, 65, 67, 72

10, 11

7.RP.2.a Decide whether two quantities are in a proportional relationship, e.g., by testing for equivalent ratios in a table or graphing on a coordinate plane and observing whether the graph is a straight line through the origin.

44, 49, 65, 72 10, 11

7.RP.2.b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.

9, 18, 22, 67 10, 11

7.RP.2.c Represent proportional relationships by equations. For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t 5 pn.

32, 37, 46, 59 10, 11

7.RP.2.d Explain what a point (x, y) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, r) where r is the unit rate.

54, 56, 62 10, 11

7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.

24, 25, 39, 42 12, 13

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard.

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics

The Standards for Mathematical Practice are integrated throughout the instructional lessons.





The Number System7.NS.1 Apply and extend previous understandings of addition and subtraction to

add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical number line diagram.

1, 10, 15, 28 1, 2, 3, 7

7.NS.1.a Describe situations in which opposite quantities combine to make 0. For example, a hydrogen atom has 0 charge because its two constituents are oppositely charged. 

10 1, 7

7.NS.1.b Understand p 1 q as the number located a distance uqu from p, in the positive or negative direction depending on whether q is positive or negative. Show that a number and its opposite have a sum of 0 (are additive inverses). Interpret sums of rational numbers by describing real-world contexts.

28 1, 7

7.NS.1.c Understand subtraction of rational numbers as adding the additive inverse, p 2 q 5 p 1 (2q). Show that the distance between two rational numbers on the number line is the absolute value of their difference, and apply this principle in real-world contexts.

15 2, 7

7.NS.1.d Apply properties of operations as strategies to add and subtract rational numbers. 1 3, 7

7.NS.2 Apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers. 3, 21, 30, 35, 61, 73 4, 5, 6, 8

7.NS.2.a Understand that multiplication is extended from fractions to rational numbers by requiring that operations continue to satisfy the properties of operations, particularly the distributive property, leading to products such as (21)(21) 5 1 and the rules for multiplying signed numbers. Interpret products of rational numbers by describing real-world contexts.

61, 73 4, 6

7.NS.2.b Understand that integers can be divided, provided that the divisor is not zero, and every quotient of integers (with non-zero divisor) is a rational number. If p and q are integers, then 21 p · q   2  5 (2p)

···· 

q    5 p 

···· 

(2q) . Interpret quotients of rational numbers by

describing real-world contexts.

21, 35 4, 6

7.NS.2.c Apply properties of operations as strategies to multiply and divide rational numbers. 30 4, 6

7.NS.2.d Convert a rational number to a decimal using long division; know that the decimal form of a rational number terminates in 0s or eventually repeats.

3 5

7.NS.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 8, 12, 34, 40, 47, 69 8

Expressions and Equations7.EE.1 Apply properties of operations as strategies to add, subtract, factor, and

expand linear expressions with rational coefficients. 7, 31, 52, 60, 66, 78 14

7.EE.2 Understand that rewriting an expression in different forms in a problem context can shed light on the problem and how the quantities in it are related. For example, a 1 0.05a 5 1.05a means that “increase by 5%” is the same as “multiply by 1.05.”

36, 68 15

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 to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. For example: If a woman making $25 an hour gets a 10% raise, she will make an additional   1 

·· 

10   of her salary an hour, or $2.50, for a new salary of 

$27.50. If you want to place a towel bar 9   3 ··

 4   inches long in the center of a door 

that is 27   1 ··

 2   inches wide, you will need to place the bar about 9 inches from each 

edge; this estimate can be used as a check on the exact computation.

16, 20, 29, 51, 71, 76 8, 16, 17





Expressions and Equations (continued)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.

5, 11, 13, 23, 27, 33, 38, 45, 50, 74, 77 16, 17

7.EE.4.a Solve word problems leading to equations of the form px 1 q 5 r and p(x 1 q) 5 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. For example, the perimeter of a rectangle is 54 cm. Its length is 6 cm. What is its width?

5, 13, 33, 38, 50, 74 16

7.EE.4.b Solve word problems leading to inequalities of the form px 1 q . r or px 1 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. For example: As a salesperson, you are paid $50 per week plus $3 per sale. This week you want your pay to be at least $100. Write an inequality for the number of sales you need to make, and describe the solutions.

11, 23, 27, 45, 77 17

Geometry7.G.1 Solve problems involving scale drawings of geometric figures, such as

computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.

6, 14, 41 22

7.G.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

Tested in Grade 8 19

7.G.3 Describe the two-dimensional figures that result from slicing three-dimensional figures, as in plane sections of right rectangular prisms and right rectangular pyramids.


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.

2, 53 21

7.G.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.


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.

Tested in Grade 8 20, 23, 24

Statistics and Probability6.SP.1 Recognize a statistical question as one that anticipates variability in the data

related to the question and accounts for it in the answers. For example, “How old am I?” is not a statistical question, but “How old are the students in  my school?” is a statistical question because one anticipates variability in students’ ages.

– 34

6.SP.2 Understand that a set of data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape. – 35

6.SP.3 Recognize that a measure of center for a numerical data set summarizes all of its values with a single number, while a measure of variation describes how its values vary with a single number.

– 35

6.SP.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. 4, 17 36





Statistics and Probability (continued)6.SP.5 Summarize numerical data sets in relation to their context, such as by: 26, 43 37

6.SP.5.a Reporting the number of observations. – 37

6.SP.5.b Describing the nature of the attribute under investigation, including how it was measured and its units of measurement. – 37

6.SP.5.c Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.

26, 43 37

6.SP.5.d Relating the choice of measures of center and variability to the shape of the data distribution and the context in which the data were gathered.

– 37

7.SP.1 Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences.

– 26

7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions. For example, estimate the mean word length in a book by randomly sampling words from the book; predict the winner of a school election based on randomly sampled survey data. Gauge how far off the estimate or prediction might be.

19 27

7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability. For example, the mean height of players on the basketball team is 10 cm greater than the mean height of players on the soccer team, about twice the variability (mean absolute deviation) on either team; on a dot plot, the separation between the two distributions of heights is noticeable.

– 28

7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. For example, decide whether the words in a chapter of a seventh-grade science book are generally longer than the words in a chapter of a fourth-grade science book.

– 29

7.SP.5 Understand that the probability of a chance event is a number between 0 and 1 that expresses the likelihood of the event occurring. Larger numbers indicate greater likelihood. A probability near 0 indicates an unlikely event, a probability around 1

·· 

2 indicates an event that is neither unlikely nor likely, and

a probability near 1 indicates a likely event.

63 30

7.SP.6 Approximate the probability of a chance event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability. For example, when rolling a number cube 600 times, predict that a 3 or 6 would be rolled roughly 200 times, but probably not exactly 200 times.

70 31





7.SP.7 Develop a probability model and use it to find probabilities of events. Compare probabilities from a model to observed frequencies; if the agreement is not good, explain possible sources of the discrepancy.

55, 58 32

7.SP.7.a Develop a uniform probability model by assigning equal probability to all outcomes, and use the model to determine probabilities of events. For example, if a student is selected at random from a class, find the probability that Jane will be selected and the probability that a girl will be selected.

58 32

7.SP.7.b Develop a probability model (which may not be uniform) by observing frequencies in data generated from a chance process. For example, find the approximate probability that a spinning penny will land heads up or that a tossed paper cup will land open-end down. Do the outcomes for the spinning penny appear to be equally likely based on the observed frequencies?

55 32

7.SP.8 Find probabilities of compound events using organized lists, tables, tree diagrams, and simulation. 48, 75 33

7.SP.8.a Understand that, just as with simple events, the probability of a compound event is the fraction of outcomes in the sample space for which the compound event occurs.

– 33

7.SP.8.b Represent sample spaces for compound events using methods such as organized lists, tables and tree diagrams. For an event described in everyday language (e.g., “rolling double sixes”), identify the outcomes in the sample space which compose the event.

48 33

7.SP.8.c Design and use a simulation to generate frequencies for compound events. For example, use random digits as a simulation tool to approximate the answer to the question: If 40% of donors have type A blood, what is the probability that it will take at least 4 donors to find one with type A blood?

75 33


Practice Test

Question Key DOK Primary Standard Additional Standard(s)Ready New York CCLS Instruction Lesson(s)

Book 1

1 B 1 7.NS.1.d 7.NS.2.c, 7.EE.1 3

2 C 1 7.G.4 – 21

3 C 1 7.NS.2.d – 5

4 A 2 6.SP.4 – 36

5 D 2 7.EE.4.a 7.NS.3 16

6 C 2 7.G.1 – 22

7 C 2 7.EE.1 7.NS.1.d 14

8 D 2 7.NS.3 – 8

9 C 2 7.RP.2.b – 10

10 B 2 7.NS.1.a – 1

11 C 2 7.EE.4.b 7.NS.2.c 17

12 C 2 7.NS.3 – 8

13 C 2 7.EE.4.a 7.NS.1.d, 7.NS.2.c 16

14 B 2 7.G.1 7.NS.2.d 22

15 A 1 7.NS.1.c 7.EE.3 7

16 C 2 7.EE.3 7.RP.3 8, 16

17 A 2 6.SP.4 – 36

18 D 2 7.RP.2.b – 11

19 A 2 7.SP.2 – 27

20 A 2 7.EE.3 7.RP.3 8, 16

21 B 2 7.NS.2.b – 4, 6

22 B 2 7.RP.2.b 7.NS.3 11

23 D 2 7.EE.4.b – 17

24 A 2 7.RP.3 7.RP.2.b, 7.EE.3 12, 13

25 C 2 7.RP.3 7.EE.3 12, 13

26 C 2 6.SP.5.c – 37

27 B 2 7.EE.4.b – 17

28 D 1 7.NS.1.b – 1

29 B 2 7.EE.3 – 8

30 A 1 7.NS.2.c – 4, 6

31 B 2 7.EE.1 7.NS.2.c 14

32 C 2 7.RP.2.c – 10, 11

33 A 2 7.EE.4.a 7.NS.1.d, 7.NS.2.c 16

34 A 2 7.NS.3 – 8

Book 2

35 B 1 7.NS.2.b – 4, 6

36 B 1 7.EE.2 – 15

37 B 1 7.RP.2.c – 11

Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, primary standard, additional standard(s), and corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.


Practice Test (continued)

Question Key DOK Primary Standard Additional Standard(s)Ready New York CCLS Instruction Lesson(s)

Book 2 (continued)

38 C 2 7.EE.4.a 7.EE.3 16

39 B 2 7.RP.3 7.EE.3 12, 13

40 A 2 7.NS.3 – 8

41 C 2 7.G.1 – 22

42 B 2 7.RP.3 7.EE.3 12, 13

43 C 2 6.SP.5.c – 37

44 A 2 7.RP.2.a – 10

45 A 2 7.EE.4.b – 17

46 B 2 7.RP.2.c 7.RP.2.a 10, 11

47 C 2 7.NS.3 7.EE.3 8

48 A 2 7.SP.8.b – 33

49 A 2 7.RP.2.a – 10

50 D 2 7.EE.4.a – 16

51 B 3 7.EE.3 7.RP.3 8, 16

52 B 2 7.EE.1 – 14

53 A 2 7.G.4 – 21

54 C 2 7.RP.2.d 7.RP.2.a 10

55 B 2 7.SP.7.b – 32

56 D 2 7.RP.2.d – 11

57 B 1 7.RP.1 – 9

58 C 2 7.SP.7.a – 32

59 B 1 7.RP.2.c – 11

60 D 2 7.EE.1 7.NS.1.d 14

61 D 2 7.NS.2.a – 4, 6

62 A 2 7.RP.2.d – 11

63 A 1 7.SP.5 – 30

64 B 1 7.RP.1 – 9

65 D 2 7.RP.2.a – 10

66 A 1 7.EE.1 7.NS.1.d 14

67 D 2 7.RP.2.b – 10

68 A 2 7.EE.2 – 15

Book 3

69 See Page 5 2 7.NS.3 – 8

70 See Page 5 2 7.SP.6 – 31

71 See Page 5 2 7.EE.3 – 8, 16

72 See Page 5 3 7.RP.2.a 7.EE.4, 7.RP.3 10

73 See Page 5 3 7.NS.2.a 7.NS.2.a 4, 6

74 See Page 5 2 7.EE.4.a – 16

75 See Page 5 3 7.SP.8.c – 33

76 See Page 5 2 7.EE.3 7.RP.3 8, 16

77 See Page 5 2 7.EE.4.b 7.RP.3 17

78 See Page 5 2 7.EE.1 – 14

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