GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 1 of 18
Copyright 2007 © All Rights Reserved
The Georgia Department of Education has developed sample questions, in a multiple choice format, to illustrate the types of questions that might be seen on a standardized test such as the CRCT.
These are not intended to be a comprehensive means of assessment; instead teachers should use a variety of methods and strategies for assessing students. Tasks within the GPS frameworks along with additional resources including textbooks also offer a diverse assortment of assessments.
Unit 1: Gathering and Using Data KEY STANDARDS:
M6D1. Students will pose questions, collect data,
represent and analyze the data, and interpret
results.
a. Formulate questions that can be answered by
data. Students should collect data by using
samples from a larger population (surveys), or
by conducting experiments.
b. Using data, construct frequency distributions,
frequency tables, and graphs.
c. Choose appropriate graphs to be consistent with
the nature of the data (categorical or
numerical). Graphs should include pictographs,
histograms, bar graphs, line graphs, circle
graphs*, and line plots.
d. Use tables and graphs to examine variation that
occurs within a group and variation that
occurs between groups.
e. Relate the data analysis to the context of the
questions posed.
*Circle graphs will be addressed after the unit on
rational numbers in order to connect data, rational
numbers and geometry. Circle graphs should not be
addressed in this unit organizer.
1. (M6D1d)
The line plot below shows the ages of
teachers in your school.
Which of the following statements are
true according to the data?
I. The oldest teacher is 28 years
older than the youngest teacher.
II. Most of the teachers are over the
age of 46.
III. The most common age is 47.
A. Statements II and III
B. Statements I and III
C. None of the statements
D. All three statements*
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 2 of 18
Copyright 2007 © All Rights Reserved
Unit 2: Fun and Games: Extending and Applying Number Theory KEY STANDARDS:
M6N1. Students will understand the meaning of
the four arithmetic operations as related to
positive rational numbers and will use these
concepts to solve problems.
a. Apply factors and multiples.
b. Decompose numbers into their prime
factorization (Fundamental Theorem of
Arithmetic).
c. Determine the greatest common factor (GCF)
and the least common multiple (LCM) for
a set of numbers.
1. (M6N1c)
Justin is organizing his trophy
case. He has 30 baseball trophies
and 45 soccer trophies. He wants
to arrange the trophies so each
row has the same number of
trophies from only one sport.
What is the greatest number of
trophies that can be in each row?
A. 3
B. 5
C. 15*
D. 30
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 3 of 18
Copyright 2007 © All Rights Reserved
Unit 3: Fractions, Decimals, Ratios, and Percents
KEY STANDARDS:
M6N1. Students will understand the meaning of the
four arithmetic operations as related to positive
rational numbers and will use these concepts to solve
problems.
d. Add and subtract fractions and mixed numbers
with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents
interchangeably.
g. Solve problems involving fractions, decimals, and
percents.
M6Al. Students will understand the concept of ratio
and use it to represent quantitative relationships.
M6A2. Students will consider relationships between
varying quantities.
c. Use proportions (a/b=c/d) to describe
relationships and solve problems, including
percent problems.
1. (M6N1g)
Ralf and his best friend want to buy 3
DVDs normally priced at $20 each in
stores A, B, and C. Today, stores A,
B, and C have the DVDs on sale. At
which store(s) will the friends spend
the LEAST money if they buy 3
DVDs?
Store Sale
A
Buy one at regular price
and get two for half price
each.
B Each DVD is on sale at a
35% discount.
C Buy two at regular price
and get one free.
A. Store A
B. Store B*
C. Stores A and B
D. Stores A and C
2. (M6N1g)
Mark wants to buy a scooter that
sells for $250.00. He can pay 20%
down and the rest in 12 payments
each of $24.37. How much more
does the bicycle cost buying it this
way than paying for it all at once?
A. $24.37
B. $42.44
C. $69.44
D. $94.44*
Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 4 of 18
Copyright 2007 © All Rights Reserved
Unit 3: Fractions, Decimals, Ratios, and Percents
KEY STANDARDS:
M6N1. Students will understand the meaning of the
four arithmetic operations as related to positive
rational numbers and will use these concepts to solve
problems.
d. Add and subtract fractions and mixed numbers
with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents
interchangeably.
g. Solve problems involving fractions, decimals, and
percents.
M6Al. Students will understand the concept of ratio
and use it to represent quantitative relationships.
M6A2. Students will consider relationships between
varying quantities.
c. Use proportions (a/b=c/d) to describe
relationships and solve problems, including
percent problems.
Continued…
3. (M6A1)
For her birthday, Jenna received 5
stuffed animals, 3 DVDs, 2 books, 1
game, 8 CDs, 1 shirt, and 2 pair of
jeans.
What is the ratio of DVDs to her
total number of gifts?
A. 1:3
B. 3:8
C. 3:19
D. 3:22*
4. (M6A2c)
Your best friend plays the drums in a
new popular band. Each song is 3 to
5 minutes long. Which is the best
estimate for the total number of
songs that the band could play in a 2-
hour concert?
A. 8 songs
B. 12 songs
C. 20 songs
D. 30 songs*
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 5 of 18
Copyright 2007 © All Rights Reserved
Unit 4: One-Step Equations KEY STANDARDS:
M6A2. Students will consider relationships
between varying quantities.
a) Analyze and describe patterns arising from
mathematical rules, tables, and graphs.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
1. (M6A2a)
Tommy and Terry have developed a
program to help them prepare for a long
distance bike trip. They are increasing
the number of miles that they ride each
week so they will be successful on this
trip. The table below shows the number
of miles each traveled for the first half
of the program.
Week Tommy Terry
1 6 3
2 6.5 4
3 7 5
4 7.5 6
5
6
7
8
If both Tommy and Terry continue to
increase the number of miles traveled
each week at the constant rates shown in
the table, which of the following is a
true statement about week 8?
A. Terry will travel more miles
than Tommy.*
B. Tommy and Terry will travel
the same number of miles.
C. Terry will travel a total of 13
miles.
D. Tommy and Terry will travel
a total of 20 miles.
Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 6 of 18
Copyright 2007 © All Rights Reserved
Unit 4: One-Step Equations KEY STANDARDS:
M6A2. Students will consider relationships
between varying quantities.
a) Analyze and describe patterns arising from
mathematical rules, tables, and graphs.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
Continued…
2. (M6A3)
Sam picks a apples, and Sally
picks 7a+ 2 apples. If Sam picks
8 apples, how many apples does
Sally pick?
A. 7
B. 9
C. 58*
D. 80
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 7 of 18
Copyright 2007 © All Rights Reserved
Unit 5: Circles and Graphs
KEY STANDARDS:
M6D1. Students will pose questions, collect data,
represent and analyze the data, and interpret
results. b. Using data, construct frequency distributions,
frequency tables, and graphs.
c. Choose appropriate graphs to be consistent with the
nature of the data (categorical or numerical).
Graphs should include pictographs, histograms, bar
graphs, line graphs, circle graphs, and line plots.
d. Use tables and graphs to examine variation that
occurs within a group and variation that occurs
between groups.
e. Relate the data analysis to the context of the
questions posed.
M6N1. Students will understand the meaning of
the four arithmetic operations as related to
positive rational numbers and will use these
concepts to solve problems. d. Add and subtract fractions and mixed numbers
with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents
interchangeably.
g. Solve problems involving fractions, decimals, and
percents.
M6M2. Students will use appropriate units of
measure for finding length, perimeter, area and
volume and will express each quantity using the
appropriate unit. a. Measure length to the nearest half, fourth, eighth
and sixteenth of an inch.
b. Select and use units of appropriate size and type to
measure length, perimeter, area and volume.
M6A1. Students will understand the concept of
ratio and use it to represent quantitative
relationships.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
1. (M6D1c)
The results of a survey of sixth grade
students indicated that 34% preferred
math, 23% preferred science, 18%
preferred social studies, and 15%
preferred language arts. All other
students either did not have a favorite
subject or picked a connections/elective
class.
Which type of data display would be
MOST appropriate for showing the
data?
A. bar graph
B. circle graph*
C. histogram
D. pictograph
2. (M6N1g)
The table below shows Marie’s results
on a 50-question social studies test.
Results of Marie’s
Social Studies Test
Multiple-
Choice
Questions
True/False
Questions
Number of
Questions
Answered
Correctly
28 12
Number of
Questions
Answered
Incorrectly
2 4
Of the questions Marie answered
correctly, what percent were true-false
questions?
A. 30%*
B. 40%
C. 67%
D. 75% Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 8 of 18
Copyright 2007 © All Rights Reserved
Unit 5: Circles and Graphs
KEY STANDARDS:
M6D1. Students will pose questions, collect data,
represent and analyze the data, and interpret
results. b. Using data, construct frequency distributions,
frequency tables, and graphs.
c. Choose appropriate graphs to be consistent with the
nature of the data (categorical or numerical).
Graphs should include pictographs, histograms, bar
graphs, line graphs, circle graphs, and line plots.
d. Use tables and graphs to examine variation that
occurs within a group and variation that occurs
between groups.
e. Relate the data analysis to the context of the
questions posed.
M6N1. Students will understand the meaning of
the four arithmetic operations as related to
positive rational numbers and will use these
concepts to solve problems. d. Add and subtract fractions and mixed numbers
with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents
interchangeably.
g. Solve problems involving fractions, decimals, and
percents.
M6M2. Students will use appropriate units of
measure for finding length, perimeter, area and
volume and will express each quantity using the
appropriate unit. a. Measure length to the nearest half, fourth, eighth
and sixteenth of an inch.
b. Select and use units of appropriate size and type to
measure length, perimeter, area and volume.
M6A1. Students will understand the concept of
ratio and use it to represent quantitative
relationships.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
Continued… 3. (M6M2b)
You are sending a blanket to your
friend’s brother in Iraq.
In determining the cost for mailing the
package, the post office needs to know
the dimensions of the package and the
total weight.
Which units would be MOST
appropriate for measuring the package?
A. cubic inches
B. feet
C. inches*
D. square feet
4. (M6A1)
Fifty-six students submitted entries to
the Reflections competition sponsored
by the PTA. Twelve students won the
opportunity to progress to the state level.
Which is the ratio of students who
progressed to the state level to those
who submitted entries?
A. 1 to 12
B. 3 to 14*
C. 3 to 25
D. 1 to 56
Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 9 of 18
Copyright 2007 © All Rights Reserved
Unit 5: Circles and Graphs
KEY STANDARDS:
M6D1. Students will pose questions, collect data,
represent and analyze the data, and interpret
results. b. Using data, construct frequency distributions,
frequency tables, and graphs.
c. Choose appropriate graphs to be consistent with the
nature of the data (categorical or numerical).
Graphs should include pictographs, histograms, bar
graphs, line graphs, circle graphs, and line plots.
d. Use tables and graphs to examine variation that
occurs within a group and variation that occurs
between groups.
e. Relate the data analysis to the context of the
questions posed.
M6N1. Students will understand the meaning of
the four arithmetic operations as related to
positive rational numbers and will use these
concepts to solve problems. d. Add and subtract fractions and mixed numbers
with unlike denominators.
e. Multiply and divide fractions and mixed numbers.
f. Use fractions, decimals, and percents
interchangeably.
g. Solve problems involving fractions, decimals, and
percents.
M6M2. Students will use appropriate units of
measure for finding length, perimeter, area and
volume and will express each quantity using the
appropriate unit. a. Measure length to the nearest half, fourth, eighth
and sixteenth of an inch.
b. Select and use units of appropriate size and type to
measure length, perimeter, area and volume.
M6A1. Students will understand the concept of
ratio and use it to represent quantitative
relationships.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
Continued…
5. (M6A3)
At her job, Paula is paid $15.00 per
hour. When she drives her car for work,
she is paid an additional 48.5 per mile.
The expression below can be used to
find the amount she is paid, in dollars,
when she works for h hours and drives
m miles in her car.
15h + 0.485m
How much is Paula paid when she
works 2
118 hours and drives 348 miles
in her car?
A. $63.50
B. $188.10
C. $446.28*
D. $366.50
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 10 of 18
Copyright 2007 © All Rights Reserved
Unit 6: Symmetry KEY STANDARDS:
M6G1. Students will further develop their
understanding of plane figures.
a. Determine and use lines of symmetry.
b. Investigate rotational symmetry, including
degree of rotation.
1. (M6G1)
Which is true about the figure
below?
A. The figure has rotational
symmetry after a 45o turn.
B. The figure has rotational
symmetry after a 90o turn.*
C. The figure has rotational
symmetry after a 120o turn.
D. The figure does not have
rotational symmetry.
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 11 of 18
Copyright 2007 © All Rights Reserved
Unit 7: Scale Factor
KEY STANDARDS:
M6M1. Students will convert from one unit to
another within one system of measurement
(customary or metric) by using proportional
relationships.
M6M2. Students will use appropriate units of
measure for finding length, perimeter, area and
volume and will express each quantity using the
appropriate unit.
a. Measure length to the nearest half, fourth,
eighth and sixteenth of an inch.
b. Select and use units of appropriate size and
type to measure length, perimeter, area and
volume.
c. Compare and contrast units of measure for
perimeter, area, and volume.
M6G1. Students will further develop their
understanding of plane figures.
c. Use the concepts of ratio, proportion and
scale factor to demonstrate the relationships
between similar plane figures.
d. Interpret and sketch simple scale drawings.
e. Solve problems involving scale drawings.
M6A1. Students will understand the concept of
ratio and use it to represent quantitative
relationships.
1. (M6M1)
A soft drink can holds 350 mL of cola. If
the machine at the canning company
contains 700 L of cola, how many cans
may be filled before the machine is
empty?
A. 2
B. 20
C. 200
D. 2000*
2. (M6M2c)
Nathan has a rectangular 15ft x 30ft
garden.
His next door neighbor has a garden
measuring 10yd x 20yd.
Which statement accurately compares the
areas of the two gardens?
A. The area of Nathan’s garden is
exactly 1.5 times larger than
the area of his neighbor’s
garden.
B. The area the neighbor’s
garden is exactly 2 times
larger than the area of
Nathan’s garden.
C. The area of Nathan’s garden is
exactly 2.25 times larger than
the area of his neighbor’s
garden.
D. The area the neighbor’s
garden is exactly 4 times
larger than the area of
Nathan’s garden.*
Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 12 of 18
Copyright 2007 © All Rights Reserved
Unit 7: Scale Factor
KEY STANDARDS:
M6M1. Students will convert from one unit to
another within one system of measurement
(customary or metric) by using proportional
relationships.
M6M2. Students will use appropriate units of
measure for finding length, perimeter, area and
volume and will express each quantity using the
appropriate unit.
a. Measure length to the nearest half, fourth,
eighth and sixteenth of an inch.
b. Select and use units of appropriate size and
type to measure length, perimeter, area and
volume.
c. Compare and contrast units of measure for
perimeter, area, and volume.
M6G1. Students will further develop their
understanding of plane figures.
c. Use the concepts of ratio, proportion and
scale factor to demonstrate the relationships
between similar plane figures.
d. Interpret and sketch simple scale drawings.
e. Solve problems involving scale drawings.
M6A1. Students will understand the concept of
ratio and use it to represent quantitative
relationships.
Continued…
3. (M6G1c)
Missy enjoys building model antique
cars.
If the actual car was 16 ¼ feet long and
her model is 3 ¼ inches long. What is the
scale factor of the model car?
A. ¼ inch = 1 foot
B. ½ inch = 3 feet
C. 1 inch = 5 feet*
D. 1 inch = 5 feet and 4 inches
4. (M6A1)
It takes your teacher 10 minutes to grade
3 of your class papers. Which pair of
ratios could be used to determine how
long will it take her to grade all 117 of
her students’ papers?
A. p
117
10
3*
B. 10117
3 p
C. 310
117 p
D. 3
10117
p
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 13 of 18
Copyright 2007 © All Rights Reserved
Unit 8: Solids KEY STANDARDS:
M6M3: Students will determine the volume of
fundamental solid figures (right rectangular
prisms, cylinders, pyramids, and cones.)
a. Determine the formula for finding the volume
of fundamental solid figures.
b. Compute the volumes of fundamental solid
figures, using appropriate units of measure.
c. Estimate the volumes of simple geometric
solids.
d. Solve application problems involving the
volume of fundamental solid figures.
M6M4: Students will determine the surface area
of solid figures (right rectangular prisms and
cylinders.)
a. Find the surface area of right rectangular
prisms and cylinders using manipulatives and
constructing nets.
b. Compute the surface area of right rectangular
prisms and cylinders using formulae.
c. Estimate the surface areas of simple geometric
solids.
d. Solve application problems involving surface
area of right rectangular prisms and cylinders.
M6G2: Students will further develop their
understanding of solid figures.
a. Compare and contrast right prisms and
pyramids.
b. Compare and contrast cylinders and cones.
c. Interpret and sketch front, back, top, bottom
and side views of solid figures.
d. Construct nets for prisms, cylinders, pyramids,
and cones.
1. (M6M3d)
The BuyDirt/SellDirt Company uses a
truck with a rectangular prism bed that
is 24 feet long, 8 feet wide, and 6 feet
high. They charge $288 per truck load
to take dirt away, and they sell the dirt
they have moved for $192 per truck
load. Each truck is considered full
when the bed of the truck is filled so
that the dirt is level with the top. If they
have a customer that needs 1280 cubic
feet of dirt moved and another customer
that will buy the dirt; how much money
will the company make?
A. $480
B. $4,800*
C. $48,000
D. $480,000
Continued…
Bed of the truck Bed of truck
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 14 of 18
Copyright 2007 © All Rights Reserved
Unit 8: Solids KEY STANDARDS:
M6M3: Students will determine the volume of
fundamental solid figures (right rectangular
prisms, cylinders, pyramids, and cones.)
e. Determine the formula for finding the volume
of fundamental solid figures.
f. Compute the volumes of fundamental solid
figures, using appropriate units of measure.
g. Estimate the volumes of simple geometric
solids.
h. Solve application problems involving the
volume of fundamental solid figures.
M6M4: Students will determine the surface area
of solid figures (right rectangular prisms and
cylinders.)
e. Find the surface area of right rectangular
prisms and cylinders using manipulatives and
constructing nets.
f. Compute the surface area of right rectangular
prisms and cylinders using formulae.
g. Estimate the surface areas of simple geometric
solids.
h. Solve application problems involving surface
area of right rectangular prisms and cylinders.
M6G2: Students will further develop their
understanding of solid figures.
e. Compare and contrast right prisms and
pyramids.
f. Compare and contrast cylinders and cones.
g. Interpret and sketch front, back, top, bottom
and side views of solid figures.
h. Construct nets for prisms, cylinders, pyramids,
and cones.
Continued…
2. (M6M4c)
A musical instrument to be used with
elementary school students is being
made out of cylinders that are ¼ full of
rice. Your art class has decided to
decorate the instruments. Cindy wants
to cover hers with cloth.
6cm
10cm
What is the BEST ESTIMATE for
amount cloth she will need to cover the
entire cylinder?
A. 32 cm2
B. 60 cm2
C. 120 cm2
D. 230 cm2*
3. (M6G2c)
If you were flying over Egypt in a
helicopter, what would a square-based
pyramid look like looking down from
the sky?
A. *
B.
C.
D.
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 15 of 18
Copyright 2007 © All Rights Reserved
Unit 9: Direct Proportion KEY STANDARDS:
M6A2. Students will consider relationships
between varying quantities.
a. Analyze and describe patterns arising from
mathematical rules, tables, and graphs.
b. Use manipulatives or draw pictures to solve
problems involving proportional relationships.
c. Use proportions (a/b=c/d) to describe
relationships and solve problems, including
percent problems.
d. Describe proportional relationships
mathematically using y = kx, where k is the
constant of proportionality.
e. Graph proportional relationships in the form
y = kx and describe characteristics of the
graphs.
f. In a proportional relationship expressed as
y = kx, solve for one quantity given values of
the other two. Given quantities may be whole
numbers, decimals, or fractions. Solve problems
using the relationship y = kx.
g. Use proportional reasoning (a/b=c/d and
y = kx) to solve problems.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
1. (M6A2c)
The Girl Scout troop sold 416 boxes of
cookies the first two days they sold
cookies. Which proportion could be
used to make the best estimate for the
number of cookies that the troop will
sell in 8 days?
A. x
2
8
416
B. x
416
2
8
C. 8416
2 x
D. x
8
416
2*
2. (M6A2f)
A spider crawled 25 cm in 6 seconds.
How long will it take the spider to
crawl 55 cm if it continues at the same
rate?
A. 51 minutes
B. 55 minutes
C. 4 minutes, 35 seconds *
D. 6 minutes, 55 seconds
Continued…
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 16 of 18
Copyright 2007 © All Rights Reserved
Unit 9: Direct Proportion KEY STANDARDS:
M6A2. Students will consider relationships
between varying quantities.
a. Analyze and describe patterns arising from
mathematical rules, tables, and graphs.
b. Use manipulatives or draw pictures to solve
problems involving proportional relationships.
c. Use proportions (a/b=c/d) to describe
relationships and solve problems, including
percent problems.
d. Describe proportional relationships
mathematically using y = kx, where k is the
constant of proportionality.
e. Graph proportional relationships in the form
y = kx and describe characteristics of the
graphs.
f. In a proportional relationship expressed as
y = kx, solve for one quantity given values of
the other two. Given quantities may be whole
numbers, decimals, or fractions. Solve problems
using the relationship y = kx.
g. Use proportional reasoning (a/b=c/d and
y = kx) to solve problems.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
Continued…
3. (M6A2g)
The circles below represent a cookie
cake and a regular cookie. The
diameter of the cookie cake is 42
centimeters. The ratio of the diameter
of the cookie cake to the diameter of
the cookie is 7:1.
What is the area, in square centimeters,
of the regular cookie?
A. 6π cm2
B. 9π cm2
C. 21π cm2
D. 42π cm2
Continued…
42 cm
Cookie Cake
Regular Cookie
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 17 of 18
Copyright 2007 © All Rights Reserved
Unit 9: Direct Proportion KEY STANDARDS:
M6A2. Students will consider relationships
between varying quantities.
a. Analyze and describe patterns arising from
mathematical rules, tables, and graphs.
b. Use manipulatives or draw pictures to solve
problems involving proportional relationships.
c. Use proportions (a/b=c/d) to describe
relationships and solve problems, including
percent problems.
d. Describe proportional relationships
mathematically using y = kx, where k is the
constant of proportionality.
e. Graph proportional relationships in the form
y = kx and describe characteristics of the
graphs.
f. In a proportional relationship expressed as
y = kx, solve for one quantity given values of
the other two. Given quantities may be whole
numbers, decimals, or fractions. Solve problems
using the relationship y = kx.
g. Use proportional reasoning (a/b=c/d and
y = kx) to solve problems.
M6A3. Students will evaluate algebraic
expressions, including those with exponents, and
solve simple one-step equations using each of the
four basic operations.
Continued…
4. (M6A3)
Amy earns d dollars for raking leaves
each week. She also receives an
allowance of $12 per week. The
expression below can be used to
calculate the amount of money she will
have at the end of 8 weeks.
(12 + d) x 8
What is the amount of money Amy will
have at the end of eight weeks if d =
$20?
A. $160
B. $172
C. $248
D. $256*
GPS Grade 6 Sample Questions
Georgia Department of Education Kathy Cox, State Superintendent of Schools
MATHEMATICS GRADE 6 SAMPLE MULTIPLE CHOICE QUESITONS OCTOBER 15, 2007 Page 18 of 18
Copyright 2007 © All Rights Reserved
Unit 10: Games of Chance
KEY STANDARDS:
M6D2. Students will use experimental and simple
theoretical probability and understand the nature
of sampling. They will also make predictions from
investigations.
a. Predict the probability of a given event through
trials/simulations (experimental probability),
and represent the probability as a ratio.
b. Determine, and use a ratio to represent, the
theoretical probability of a given event.
c. Discover that experimental probability
approaches theoretical probability when the
number of trials is large.
1. (M6D2)
The students on your bus were excited
because not only did you have the
nicest bus driver in your district, but
she was going to have a baby and every
one of the riders wanted to pitch in to
purchase a nice baby gift. The problem
was trying to agree on a gift, so each
person wrote down what they thought
the group should buy on a piece of
paper and placed it in a box. The
results are shown in the chart below.
Gift
Ideas
Number
of
Student
Choices Car seat 18
Highchair 6 Playpen 8 Rocking
chair 14
Stroller 10
One of the students reached into the
box and drew out a paper at random.
What is the probability a piece of paper
that had the words ‘rocking chair’
written on it was drawn?
A. 56
1
B. 4
1*
C. 5
1
D. 5
14