ASSESSMENTS TEACHER GUIDE 7 Mathematics ASSESSMENTS …
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ASSESSMENTS TEACHER GUIDE 7 Mathematics ASSESSMENTS Teacher Guide North Carolina
Transcript of ASSESSMENTS TEACHER GUIDE 7 Mathematics ASSESSMENTS …
ASSESSMENTS TEACHER GUIDE
7 MathematicsASSESSMENTS
Teacher GuideNorth Carolina
ISBN 978-0-7609-8621-9©2014—Curriculum Associates, LLC
North Billerica, MA 01862
No part of this book may be reproduced by any means without written permission
from the publisher.All Rights Reserved. Printed in USA.
15 14 13 12 11 10 9 8 7 6 5 4 3 2 1
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For the Teacher 2
Completed Answer Forms Assessment 1 3
Assessment 2 4
Assessment 3 5
Correlation Charts Common Core State Standards Coverage by Ready® North Carolina Assessments 7
Ready® North Carolina Assessments Answer Key and Correlations 11
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.
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For the Teacher
What is Ready® North Carolina Assessments?
Ready® North Carolina Assessments is a review program that focuses on the Mathematics strands of the Common Core State Standards for Mathematics. By completing this book, students develop mastery of the Mathematics content standards. To develop this mastery, students answer questions that correlate to the mathematical content strands of the Common Core State Standards.
How does Ready® North Carolina Assessments correlate to the Common Core State Standards for Mathematics?
Each assessment has 65 items that address the key skills in Ratios and Proportional Relationships, The Number System, Expressions and Equations, Geometry, and Statistics and Probability—the parts that comprise the Mathematics strands of the CCSS.
How should I use Ready® North Carolina Assessments?
Ready® North Carolina Assessments can be used in various ways.
To use Ready® North Carolina Assessments to measure students’ progress, use Assessment 1 at the beginning of the year to set the baseline measurement. Then provide focused instruction before students complete Assessment 2 at midyear. Use Assessment 3 after administering the Ready® North Carolina Instruction program and identify areas that need further study.
How do I introduce my students to Ready® North Carolina Assessments?
Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. 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 and gridded-response questions.
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. Completed answer forms begin on page 3 of this teacher guide.
What is the correction procedure?
Students should complete one assessment of the Ready® North Carolina Assessments in one day. Correct the assessment orally after completion.
As you review the answers, explain concepts that students may not fully understand, and encourage them to discuss the thought process 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 or skill required. Discussing why choices are incorrect will help students review and clarify the overall content related to a reading or language question.
How should I use the results of Ready® North Carolina Assessments?
Ready® North Carolina Assessments provides a quick review of a student’s understanding of the Common Core State Standards in Mathematics. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready® North Carolina Assessments Answer Key and Correlations, beginning on page 11, 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® North Carolina Instruction, grade 7. For a list of the Common Core State Standards that Ready® North Carolina Assessments assess, see the Common Core State Standards Coverage by Ready® North Carolina Assessments chart beginning on page 7.
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Ready® North Carolina—Mathematics Assessments, Grade 7 Answer Form
Name
Teacher Grade
School City
Assessment 1
1. A B C ● 2. A B ● D
3. A B ● D
4. A ● C D
5. ● B C D
6. ● B C D
7. A B C ● 8. A B ● D
9. A ● C D
10. A B ● D
11. A B ● D
12. ● B C D
13. A B C ● 14. A ● C D
15. A B C ● 16. A B C ● 17. A B ● D
18. A B ● D
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27. A B ● D
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29. A B C ● 30. A B ● D
31. A B ● D
32. A ● C D
33. A B C ● 34. A B C ● 35. A B C ● 36.
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41. A ● C D
42. A B C ● 43. ● B C D
44. ● B C D
45. ● B C D
46. A B C ● 47. A ● C D
48. A ● C D
49. A B C ● 50. A B ● D
51. ● B C D
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53. A B C ● 54. ● B C D
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58. A B ● D
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60. A B C ● 61. A B ● D
62. ● B C D
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6.3
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Ready® North Carolina—Mathematics Assessments, Grade 7 Answer Form
Name
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School City
Assessment 1 (continued)
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64. A ● C D
65. A B C ●8 –
Assessment 2
1. A B ● D
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3. A ● C D
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11. A B C ● 12. A B ● D
13. A ● C D
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15. A ● C D
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18. A B C ● 19. ● B C D
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39. A B C ● 40. A ● C D
41. A B ● D
42. A ● C D
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51.22
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Ready® North Carolina—Mathematics Assessments, Grade 7 Answer Form
Name
Teacher Grade
School City
Assessment 2 (continued)
43. ● B C D
44. ● B C D
45. A ● C D
46. A B ● D
47. ● B C D
48. ● B C D
49. A B C ● 50. A B C ● 51. A ● C D
52. A B C ● 53. A B C ●
54. A ● C D
55. A B C ● 56. A B C ● 57. A B ● D
58. A ● C D
59. A ● C D
60. A ● C D
61. ● B C D
62. A B C ● 63. ● B C D
64. A B ● D
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Assessment 3
1. A ● C D
2. A B ● D
3. A ● C D
4. A B ● D
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9. A B C ● 10. ● B C D
11. A ● C D
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17. A ● C D
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20. A B C ● 21. A B C ● 22. A B C ● 23. A ● C D
24. A B ● D
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35. A B ● D
36. A ● C D
5.543.14
01/9
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Ready® North Carolina—Mathematics Assessments, Grade 7 Answer Form
Name
Teacher Grade
School City
Assessment 3 (continued)
37. A B ● D
38. A ● C D
39. A ● C D
40. A ● C D
41. A B C ● 42.
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44. A B C ● 45. A B ● D
46. ● B C D
47. A ● C D
48. ● B C D
49. A ● C D
50. A ● C D
51. ● B C D
52. A B ● D
53. A B ● D
54. A ● C D
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59. A B ● D
60. A B ● D
61. ● B C D
62. ● B C D
63. ● B C D
64. A ● C D
65. A ● C D
8/3
521.81
8/3
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Correlation Charts
Common Core State Standards for Grade 7 — Mathematics Standards
Ready® North Carolina Instruction and Assessments
Assessments Item NumbersInstruction Lesson(s)Assessment
1Assessment
2Assessment
3
Ratios and Proportional Relationships
7.RP.A.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.
50, 53 58, 65 57, 64 9, 22
7.RP.A.2a 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.
46, 56 59, 62 51, 53 10
7.RP.A.2b Identify the constant of proportionality (unit rate) in tables, graphs, equations, diagrams, and verbal descriptions of proportional relationships.
7, 30, 37, 43 9, 25, 29, 33 7, 19, 28, 44 10, 11
7.RP.A.2c 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.
54, 61 45, 46 50, 60 11
7.RP.A.2d 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.
44, 64 51, 61 55, 62 11
7.RP.A.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.
10, 13, 36, 39 15, 17, 34, 40 23, 29, 34, 41 12, 13
The Number System7.NS.A.1a 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.
59 1, 7
7.NS.A.1b Understand p 1 q as the number located a distance |q| 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.
16 43 15 1, 7
7.NS.A.1c 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.
42 44 12 2, 7
Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
Common Core State Standards Coverage by Ready® North Carolina AssessmentsThe chart below correlates each assessment item to a Common Core State Standard. It also indicates the corresponding lesson(s) in Ready® North Carolina Instruction 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.
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Common Core State Standards for Grade 7 — Mathematics Standards (continued)
Ready® North Carolina Instruction and Assessments
Assessments Item NumbersInstruction Lesson(s)Assessment
1Assessment
2Assessment
3
The Number System (continued)7.NS.A.1d Apply properties of operations as strategies to add and
subtract rational numbers. 19 38 1 3, 7
7.NS.A.2a 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.
63 57 — 4
7.NS.A.2b 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 2 1 p
·
q 2 5 (2p)
····
q 5 p
····
(2q) .
Interpret quotients of rational numbers by describing real-world contexts.
— 2 39 4
7.NS.A.2c Apply properties of operations as strategies to multiply and divide rational numbers. 35 — 61 4
7.NS.A.2d 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.
47 3 52 5
7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers. 1 20, 28 6, 9 8
Expressions and Equations7.EE.A.1 Apply properties of operations as strategies to add,
subtract, factor, and expand linear expressions with rational coefficients.
55 49, 52 65 14
7.EE.A.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.”
65 — 47 15
7.EE.B.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.
6, 23, 26 10, 37, 42 14, 18, 40 8, 16, 17
7.EE.B.4a 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?
27, 31, 33 6, 16, 24 4, 11, 31 16
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Common Core State Standards for Grade 7 — Mathematics Standards (continued)
Ready® North Carolina Instruction and Assessments
Assessments Item NumbersInstruction Lesson(s)Assessment
1Assessment
2Assessment
3
Expressions and Equations (continued)7.EE.B.4b 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, 14, 17, 20 7, 14, 27, 31 8, 20, 24, 36 17
Geometry7.G.A.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.
12, 18, 21, 38 13, 22, 23, 41 5, 30, 33, 37 22
7.G.A.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.
3, 51 47, 50 3, 56 19
7.G.A.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.
49, 58 54, 60 48, 59 25
7.G.B.4 Know the formulas for the area and circumference of a circle and solve problems; give an informal derivation of the relationship between the circumference and area of a circle.
4, 8, 28 1, 4, 26 2, 25, 35 21
7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and use them to solve simple equations for an unknown angle in a figure.
25, 32 19, 35 10, 13 18
7.G.B.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.
15, 22, 34, 40 8, 11, 32, 36 16, 21, 27, 42 20, 23, 24
Statistics and Probability7.SP.A.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.
52 64 26 26
7.SP.A.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.
9, 24 12, 18 17, 38 27, 28
7.SP.B.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.
45 56 49 28
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Common Core State Standards for Grade 7 — Mathematics Standards (continued)
Ready® North Carolina Instruction and Assessments
Assessments Item NumbersInstruction Lesson(s)Assessment
1Assessment
2Assessment
3
Statistics and Probability (continued)7.SP.B.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 5 45 29
7.SP.C.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.
62 48 63 30
7.SP.C.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.
2, 41 21, 30 22, 32 31, 32
7.SP.C.7a 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.
57 55 58 32
7.SP.C.7b 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?
48 53 54 32
7.SP.C.8a 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.
5 39 43 33
7.SP.C.8b 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.
60 63 46 33
7.SP.C.8c 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?
33Classroom
Activity
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Assessment 1
Question Key DOK StandardReady® North Carolina
Lesson(s)
1 D 1 7.NS.A.3 8
2 C 1 7.SP.C.6 31
3 C 2 7.G.A.2 19
4 B 2 7.G.B.4 21
5 A 2 7.SP.C.8a 33
6 A 2 7.EE.B.3 16
7 D 1 7.RP.A.2b 10
8 C 2 7.G.B.4 21
9 B 2 7.SP.A.2 27
10 C 2 7.RP.A.3 12, 13
11 C 2 7.EE.B.4b 17
12 A 2 7.G.A.1 22
13 D 2 7.RP.A.3 12, 13
14 B 2 7.EE.B.4b 17
15 D 2 7.G.B.6 24
16 D 1 7.NS.A.1b 1
17 C 3 7.EE.B.4b 17
18 C 3 7.G.A.1 22
19 —3/8 1 7.NS.A.1d 3, 7
20 C 2 7.EE.B.4b 17
21 D 2 7.G.A.1 22
22 B 2 7.G.B.6 23
23 D 2 7.EE.B.3 16
24 C 2 7.SP.A.2 27
25 D 2 7.G.B.5 18
26 3.6 2 7.EE.B.3 16
27 C 3 7.EE.B.4a 16
28 C 2 7.G.B.4 21
29 D 2 7.SP.B.4 29
30 C 2 7.RP.A.2b 10
31 C 3 7.EE.B.4a 16
32 B 2 7.G.B.5 18
33 D 2 7.EE.B.4a 16
34 D 2 7.G.B.6 20
35 D 2 7.NS.A.2c 4
36 10 3 7.RP.A.3 12, 13
37 C 2 7.RP.A.2b 10
38 A 2 7.G.A.1 22
39 D 2 7.RP.A.3 12, 13
Ready® North Carolina Assessments Answer Key and CorrelationsThe charts below show the answers to multiple-choice and gridded-response items in each Ready® North Carolina Assessments assessment, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready® North Carolina Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.
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Assessment 1 (continued)
Question Key DOK StandardReady® North Carolina
Lesson(s)
40 C 2 7.G.B.6 20
41 B 2 7.SP.C.6 31
42 D 1 7.NS.A.1c 2
43 A 1 7.RP.A.2b 10
44 A 1 7.RP.A.2d 11
45 A 3 7.SP.B.3 28
46 D 2 7.RP.A.2a 10
47 B 1 7.NS.A.2d 5
48 B 2 7.SP.C.7b 32
49 D 2 7.G.A.3 25
50 C 1 7.RP.A.1 9
51 A 2 7.G.A.2 19
52 A 2 7.SP.A.1 26
53 D 1 7.RP.A.1 9
54 A 1 7.RP.A.2c 11
55 A 2 7.EE.A.1 14
56 B 1 7.RP.A.2a 10
57 21.5 3 7.SP.C.7a 32
58 C 2 7.G.A.3 25
59 C 2 7.NS.A.1a 1
60 D 2 7.SP.C.8b 33
61 C 1 7.RP.A.2c 11
62 A 1 7.SP.C.5 30
63 28 1 7.NS.A.2a 4
64 B 1 7.RP.A.2d 11
65 D 1 7.EE.A.2 15
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Assessment 2
Question Key DOK StandardReady® North Carolina
Lesson(s)
1 C 2 7.G.B.4 21
2 C 1 7.NS.A.2b 4
3 B 1 7.NS.A.2d 5
4 76 3 7.G.B.4 21
5 C 2 7.SP.B.4 29
6 C 2 7.EE.B.4a 16
7 C 2 7.EE.B.4b 17
8 B 2 7.G.B.6 20
9 A 2 7.RP.A.2b 10
10 B 2 7.EE.B.3 16
11 D 3 7.G.B.6 24
12 C 2 7.SP.A.2 27
13 B 2 7.G.A.1 22
14 D 2 7.EE.B.4b 17
15 B 2 7.RP.A.3 12, 13
16 B 2 7.EE.B.4a 16
17 C 3 7.RP.A.3 12, 13
18 D 2 7.SP.A.2 27
19 A 3 7.G.B.5 18
20 B 2 7.NS.A.3 8
21 120 2 7.SP.C.6 31
22 C 3 7.G.A.1 22
23 A 3 7.G.A.1 22
24 B 2 7.EE.B.4a 16
25 C 2 7.RP.A.2b 10
26 D 3 7.G.B.4 21
27 D 2 7.EE.B.4b 17
28 C 2 7.NS.A.3 8
29 C 2 7.RP.A.2b 10
30 B 2 7.SP.C.6 31
31 C 2 7.EE.B.4b 17
32 C 2 7.G.B.6 20
33 C 2 7.RP.A.2b 10
34 B 3 7.RP.A.3 12, 13
35 C 2 7.G.B.5 18
36 A 2 7.G.B.6 23
37 C 2 7.EE.B.3 16
38 22.15 2 7.NS.A.1d 3, 7
39 D 2 7.SP.C.8a 33
40 B 3 7.RP.A.3 12, 13
41 C 3 7.G.A.1 22
42 B 3 7.EE.B.3 16
43 A 1 7.NS.A.1b 1
44 A 1 7.NS.A.1c 2
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Assessment 2 (continued)
Question Key DOK StandardReady® North Carolina
Lesson(s)
45 B 1 7.RP.A.2c 11
46 C 1 7.RP.A.2c 11
47 A 1 7.G.A.2 19
48 A 1 7.SP.C.5 30
49 D 2 7.EE.A.1 14
50 D 2 7.G.A.2 19
51 B 1 7.RP.A.2d 11
52 D 2 7.EE.A.1 14
53 D 2 7.SP.C.7b 32
54 B 2 7.G.A.3 25
55 D 2 7.SP.C.7a 32
56 D 3 7.SP.B.3 28
57 C 2 7.NS.A.2a 4
58 B 1 7.RP.A.1 9
59 B 2 7.RP.A.2a 10
60 B 2 7.G.A.3 25
61 A 1 7.RP.A.2d 11
62 D 2 7.RP.A.2a 10
63 A 2 7.SP.C.8b 33
64 C 2 7.SP.A.1 26
65 3/2 1 7.RP.A.1 9
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Assessment 3
Question Key DOK StandardReady® North Carolina
Lesson(s)
1 B 1 7.NS.A.1d 3, 7
2 C 1 7.G.B.4 21
3 B 2 7.G.A.2 19
4 C 2 7.EE.B.4a 16
5 9/10 3 7.G.A.1 22
6 C 2 7.NS.A.3 8
7 D 2 7.RP.A.2b 10
8 C 2 7.EE.B.4b 17
9 D 1 7.NS.A.3 8
10 A 2 7.G.B.5 18
11 B 2 7.EE.B.4a 16
12 C 1 7.NS.A.1c 2, 7
13 C 2 7.G.B.5 18
14 C 2 7.EE.B.3 16
15 D 1 7.NS.A.1b 1
16 41.34 2 7.G.B.6 20
17 B 2 7.SP.A.2 27
18 A 2 7.EE.B.3 16
19 B 2 7.RP.A.2b 10
20 D 2 7.EE.B.4b 17
21 D 2 7.G.B.6 20
22 D 2 7.SP.C.6 31
23 B 3 7.RP.A.3 12, 13
24 C 2 7.EE.B.4b 17
25 B 1 7.G.B.4 21
26 C 2 7.SP.A.1 26
27 C 2 7.G.B.6 24
28 B 2 7.RP.A.2b 10
29 5.5 3 7.RP.A.3 12, 13
30 A 3 7.G.A.1 22
31 C 2 7.EE.B.4a 16
32 C 2 7.SP.C.6 32
33 B 3 7.G.A.1 22
34 C 3 7.RP.A.3 12, 13
35 C 2 7.G.B.4 21
36 B 2 7.EE.B.4b 17
37 C 3 7.G.A.1 22
38 B 2 7.SP.A.2 28
39 B 1 7.NS.A.2b 4
40 B 3 7.EE.B.3 16
41 D 3 7.RP.A.3 12, 13
42 18.125 2 7.G.B.6 23
43 3/8 2 7.SP.C.8a 33
44 D 2 7.RP.A.2b 10, 11
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Assessment 3 (continued)
Question Key DOK StandardReady® North Carolina
Lesson(s)
45 C 2 7.SP.B.4 29
46 A 2 7.SP.C.8b 33
47 B 1 7.EE.A.2 15
48 A 2 7.G.A.3 25
49 B 3 7.SP.B.3 28
50 B 1 7.RP.A.2c 11
51 A 2 7.RP.A.2a 10
52 C 1 7.NS.A.2d 5
53 C 2 7.RP.A.2a 10
54 B 2 7.SP.C.7b 32
55 C 2 7.RP.A.2d 11
56 C 2 7.G.A.2 19
57 C 2 7.RP.A.1 9
58 3/8 2 7.SP.C.7a 32
59 C 2 7.G.A.3 25
60 C 1 7.RP.A.2c 11
61 A 1 7.NS.A.2c 4
62 A 2 7.RP.A.2d 11
63 A 1 7.SP.C.5 30
64 B 2 7.RP.A.1 9
65 B 1 7.EE.A.1 14
14575.9
Reorder No. CA14575.9—Single
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