Grade 6 Promotion Portfolio Blackline Masters 2010 2011

Grade 6

Promotion Portfolio Blackline Masters

2010‐2011

DUPLICATE AS NEEDED

NYC Department of Education

May 2011

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Promotion Portfolio Blackline Masters: Instructions

The Promotion Portfolio Blackline Masters should be used along with the Promotion Portfolio

Manual when administering the promotion portfolio. It contains all materials used by students

during the administration of the promotion portfolio as well as sheets on which teachers need

to write. The Blackline Masters packet is divided into two sections: “Teacher Materials” and

“Student Materials.” When administering the promotion portfolio, teachers should keep the

sheets labeled “Teacher Materials,” and students should use the sheets labeled “Student

Materials.”

Not all of the pages included in the Blackline Masters need to be submitted for the final

promotion portfolio. Use the “Checklist for Assembling the Promotion Portfolio” on the next

page to ensure that all necessary elements have been included in the promotion portfolio

submitted to principals. Each page in this packet that needs to be included in the final

promotion portfolio is marked as “Include in final promotion portfolio.”

Additionally, you may notice several blank pages in the Blackline Masters. These placeholder

pages will separate pages that should be included in the final promotion portfolio from those

that do not need to be included to allow for double‐sided copy duplication of the Blackline

Masters.

Teacher Materials **Include in final promotion portfolio**

Checklist for Assembling the Promotion Portfolio

Before submitting the promotion portfolio to community superintendents, use this checklist to ensure

the promotion portfolio is complete. (Note: After you complete this checklist, it will be included in the

promotion portfolio.) The promotion portfolio should contain components below in the order listed:

1. Promotion Portfolio Summary Sheet

Has the summary sheet been successfully scanned in ATS so that the results appear on the UPSC screen in

ATS?

Did the principal indicate the student’s performance level as demonstrated by the promotion portfolio

and sign the “Promotion Portfolio Summary Sheet”?

If the principal is submitting the promotion portfolio to the community superintendent in June, is the

student’s performance on the promotion portfolio comparable to High Level 2? (If performance is not

comparable to High Level 2, portfolio should not be submitted to the community superintendent in June.)

2. Checklist for Assembling the Promotion Portfolio: After completing this checklist to verify that all

necessary promotion portfolio components are included, add it to the promotion portfolio.

For students administered the ELA promotion portfolio:

3. Leveled Text Scoring Sheet (Also include teacher’s copy of the reading record if available)

4. Student Independent Writing Activity: Student writing activity from Blackline Masters

5. ELA Class Work

ONE piece of ELA class work is included in the promotion portfolio

Class work submitted follows the guidelines outlined in the Promotion Portfolio Manual (ditto sheets,

workbooks, etc. will not be accepted)

Description of task, draft with editing/revisions, final product and scoring tool are included

For students administered the mathematics promotion portfolio:

6. Mathematical Inventory

Mathematical Inventory Scoring Sheet from Blackline Masters

Mathematical Inventory: Student Sheet from Blackline Masters

7. Standard Math Problems

Standard Math Problem Scoring Sheet from Blackline Masters

Standard Math Problem: Student Sheet from Blackline Masters

8. Math Class Work

ONE piece of math class work is included in the promotion portfolio

Class work submitted follows the guidelines outlined in the Promotion Portfolio Manual (ditto sheets,

workbooks, etc. will not be accepted)

Description of task, evidence of process used to produce the answer, correct answer and scoring tool are

included


Student Name: School:

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Leveled Text Scoring Sheet Teachers: Use this sheet to calculate students’ accuracy rate during the first 100 words of their reading

record in the box below.

In addition to this sheet, please include a copy of the student’s reading record in the final promotion

portfolio if possible.

Reading Leveled Books from Classroom Libraries: Coding the Reading Record

Follow these directions for recording a student’s reading:

Errors:

1. Misread word/substitution: Cross out the word and above the text, write the word the student

read incorrectly or substituted.

2. Omission: Circle the omitted word.

3. Insertion: Draw a caret ( ^ ) where the student inserts a word (s) and write the word above.

4. Punctuation ignored: Circle the ignored punctuation.

5. Teacher help: Write “T” above the word.

Repairs – Not Errors

1. Self‐correction: Write “SC” above the corrected word.

2. Pause: Write “P” above a word where the student pauses and works through decoding a

difficult word without help from the teacher.

3. Repetition: Draw an arrow backwards over the repeated word(s), starting with the last word

read. Remember: Repeated errors on the same (recurring) word are counted as one error only.

Formula for Calculating Accuracy Rate

(words) 100 ‐ (errors) ____ = (total) ____ ÷ (words) ____ x 100 = (Accuracy Rate) ____ %

(Use the first 100 words in the text for the reading record.)



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Mathematical Inventory Scoring Sheet Teachers: As you ask students the Mathematical Inventory questions in the Promotion Portfolio Manual

(pages 28‐31), use the table below to record their mastery of each skill and calculate the total number of

skills mastered. Students must answer all parts of each question correctly to achieve mastery for that skill.

Mathematical Skill Mastery (yes/no)

1. Define and identify the commutative and associative properties of addition and multiplication. (6.N.2)

2. Express equivalent ratios as a proportion. (6.N.7)

3. Define absolute value and determine the absolute value of rational numbers (including positive and negative). (6.N.13)

4. Add and subtract fractions with unlike denominators. (6.N.16)

5. Add, subtract, multiply and divide mixed numbers with unlike denominators. (6.N.18)

6. Find multiple representations of rational numbers (fractions, decimals, and percents 0 to 100). (6.N.21)

7. Evaluate numerical expressions using order of operations (may include exponents of two and three)(6.N.22)

8. Translate simple verbal expressions into algebraic expressions. (5.A.2)

9. Substitute assigned values into variable expressions and evaluate using order of operations. (5.A.3)

10. Translate two‐step verbal expressions into algebraic expressions. (6.A.1)

11. Use substitution to evaluate algebraic expressions (may include exponents of one, two and three) (6.A.2).

12. Evaluate formulas for given input values (circumference, area, volume, distance, temperature, interest, etc.). (6.A.6)

13. Calculate perimeter of basic geometric shapes drawn on a coordinate plane (rectangles and shapes composed of rectangles having sides with integer lengths and parallel to the axes). (5.G.14)

14. Determine the volume of rectangular prisms by counting cubes and develop the formula. (6.G.4)

15. Understand the relationship between the diameter and radius of a circle. (6.G.6)

16. Identify equivalent customary units of capacity (cups to pints, pints to quarts, and quarts to gallons). (6.M.3)

17. Identify equivalent metric units of capacity (milliliter to liter and liter to milliliter). (6.M.5)

18. Record experiment results using fractions/ratios. (5.S.6)

19. Determine the mean, mode, and median for a given set of data. (6.S.5)

20. Determine the range for a given set of data. (6.S.6)



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Standard Math Problems Scoring Sheet

Teachers: After students have completed the Standard Math Problems, use the table below to record

which questions the student answered correctly. Students must answer all parts of each question correctly

to achieve mastery for that skill.

Question Benchmarks Mastery (yes/no)

Question 1 Students must answer both part A and part B correctly. Work must be shown

both parts.

Question 2 Students must answer the question correctly. Work must be shown.

Question 3 Students must be able to answer the question correctly and be able to

explain how they solved the problem.

Question 4 Students must answer both part A and part B correctly. Students must be able to explain how they got their answer for Part B.

Question 5 Students must answer both part A and part B correctly. Work must be

shown in Part A and an explanation must be given for the answer for Part B.

Total Mastery: _____ out of 5 skills

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Student Materials For student reference only – do not include in final promotion portfolio

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Standard Reading Passage – Fiction Passage #1

The Equal Trade

Justin and his triumphant friends walked back towards home from the schoolyard. Justin had his

basketball under his arm, but his mind wasn’t on the game he’d just won. He was preoccupied with the

math homework he had to turn in tomorrow. He knew he would have to start it as soon as he got home,

and he wasn’t looking forward to it. Justin did alright in all his other subjects, but numbers just were not

Justin’s friends. He felt ashamed when other students in math class were able to solve equations in a

few seconds that took him ten minutes of struggle, and sometimes he still got the answer wrong. His

parents talked about hiring a tutor, but Justin knew that money was tight. Justin hated the idea of their

having to pay some stranger to teach him math.

As they rounded the corner, Justin’s friends chuckled and pointed. “Better watch out!” “Here comes

double trouble!” Justin’s neighbor, old Mr. Myers, was hobbling up the sidewalk with his dog. Mr. Myers

was known for being grumpy and unfriendly, and his dog wasn’t much better. The dog snarled at anyone

who came too near, and Mr. Myers, though he did not exactly snarl, made it clear that he preferred to

be left alone. He had trouble walking, and each step looked painful. Justin thought this might be why he

was always in such a bad mood. Justin liked animals, and felt sad for Mr. Myers’ dog, with only a

grouchy old man for company. Justin lived in an apartment building that didn’t allow any pets.

“I dare you to go pet that dog,” teased Justin’s friend. “I’ll buy you pizza for a week.”

“I can buy my own pizza, and I’m not afraid of that dog,” countered Justin, with more courage than he

felt. As he approached Mr. Myers and the dog, he felt two sets of cold eyes on him. “Good afternoon,

Mr. Myers,” said Justin politely. “Can I say hi to your dog?”

“Watch out, he snaps,” grunted Mr. Myers. Justin held out his hand for the dog to sniff. To his surprise,

the dog nuzzled his hand as if asking for his head to be scratched. Justin squatted down to the dog’s

level and rubbed his ears. “Hmmph,” said Mr. Myers. “He usually doesn’t take like that to strangers.”

“What’s his name?” inquired Justin. “Minus,” answered Mr. Myers. “Hi Minus. Good boy,” murmured

Justin.

“Hey, Justin! Let’s go!” called his friends. Justin had almost forgotten about them. He stood up. He

thought the dog looked sorry to see him go.

His friends slapped him on the back for his courage. “He wasn’t so intimidating,” said Justin. “His name

is Minus. What a weird name for a dog.” His friend spoke up.

“That’s because the old man used to be a math teacher. My older brother had him in high school. He

said he was mean then, too.” A math teacher! Justin had an idea.


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The next day, he didn’t go with his friends after school. He waited on the street for Mr. Myers and

Minus. Sure enough, at around the same time, the pair made their way slowly up the street.

You again,” barked Mr. Myers, though Justin thought he saw an amused twinkle in his eye. Minus

greeted him like an old friend.

“Mr. Myers, I was wondering if you’d be interested in a trade,” said Justin.

“What kind of trade?”

“I’ll walk Minus for you, if you’ll tutor me in math. I can’t seem to get it in school.”

Mr. Myers rubbed his chin and almost smiled. “Well, you must have some brains, to come up with an

idea like this. Come and see me tomorrow.” Justin wrote down the address.

Justin’s friends couldn’t believe it when they saw Justin walking Mr. Myers’ mean old dog. The only

person more surprised was Justin’s math teacher at school.

“You’ve really improved, Justin!” she exclaimed a few weeks later. “You must have studied a great deal.”

“I made a great deal,” smiled Justin.


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Standard Reading Passage – Fiction Passage #2

Welcome to The Grand Cineplex

17‐ year old Massoud smiled and greeted people as they entered the movie theater

“Welcome to the Grand Cineplex. May I see your tickets, please?”

He still had a strong Iranian accent, but at least people understood him. They even smiled back.

It had not always been this way. Massoud had arrived in New York from the countryside of Iran six

months before. He had come to stay with his older brother for a year. Massoud’s brother had already

been in America for several years, but Massoud had never been out of Iran before. When he first saw

New York City, he was overwhelmed. The people, the noise, everything was different than back home.

Massoud’s brother enrolled him in the local high school. He also helped him get a part‐time job in a

movie theater, so Massoud could earn spending money. Massoud did not speak much English, and he

struggled to understand his teachers in school and his boss at the movie theater. Massoud’s job was to

sweep up the popcorn after the movie, because he could do it without having to speak to anyone. He

tried to make friends with the other young people who worked there, but all they wanted to talk about

was baseball, a game Massoud didn’t understand at all. He tried to tell them about soccer, but they had

trouble understanding him, and they weren’t interested, anyway. They treated him as if he wasn’t very

smart, just because he didn’t speak their language very well. Back in Iran, Massoud had been at the top

his class at his high school. Now Massoud felt frustrated and left out, and he didn’t like sweeping floors.

He felt like quitting his job, but he didn’t want to give up.

One day, while he was working, Massoud decided to watch the movie. He didn’t understand every word,

but he got some of it. The next day, he watched the same movie again. This time, he understood more.

Massoud was excited. He started writing down the words he didn’t understand, and he asked his co‐

workers what they meant. They were surprised, but they helped him. Soon, he was using many of the

same words and expressions that they did. Massoud’s co‐workers became friendlier, now that they

could understand him. They even invited him to go out for ice cream with them after work.

After Massoud had been working at the theater for about five months, he went to see his boss.

Massoud asked him to give him the job of greeting customers at the door. The manager wasn’t sure.

“Your English isn’t good enough yet,” his boss said.

“It will become better if I talk to the people,” reasoned Massoud.

The boss agreed, because he saw how determined Massoud was.


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Now, just a month later, Massoud smiled proudly as he took people’s tickets. He got along with

everyone at the theater. His boss was even talking about promoting him to be assistant manager!

Massoud was glad he had not given up.


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Standard Reading Passage – Non‐fiction Passage #1

Elizabeth Blackwell, the First Woman Doctor Until about 160 years ago, medical doctors were all men. This was true not only in America, but

everywhere in the world. That was before Elizabeth Blackwell became the first woman

anywhere to go to medical school. She later became the first woman doctor.

The road to her goal was not easy. Elizabeth Blackwell was born in England in 1821. Her family

moved to America when she was a baby. When Elizabeth was a young woman, her family had

very little money. Elizabeth helped support the family by becoming a teacher. Teaching was one

of the only jobs outside the home women were allowed to do at the time. Elizabeth was

frustrated. She didn’t really like teaching. She wanted the chance do more difficult work.

Then a friend of Elizabeth’s became sick. Elizabeth took care of her. The friend told Elizabeth

that she was smart enough to be a doctor. Elizabeth was excited. However, most people at the

time did not believe that women should be doctors. No woman had ever tried to become one

before. This did not stop Elizabeth. She studied medicine secretly in her spare time. She even

rented a room in the home of a doctor, so that she would be able to read his medical books.

She also helped the doctor in his work. She learned a lot about medicine that way.

In 1847, when Elizabeth was 26, she decided to go to medical school. But no school would

admit her, because she was a woman. One doctor suggested that she disguise herself as a man

to trick a school into accepting her!

A medical school in New York finally accepted Elizabeth by accident. The men in charge of the

school asked the other students to vote on admitting a female student. The other students all

thought it was a joke. They “played along” and voted to admit her. The young men were

surprised when Elizabeth Blackwell arrived for first day of school. However, they were not

allowed to change their minds. Elizabeth was there to stay.

Elizabeth did her schoolwork, but she had trouble fitting in. Strangers came to the school to

stare at Elizabeth studying in a roomful of men. When she went into town, people stayed away

from her. They treated her as though she had done something wrong. Still, she stuck with her

studies. Elizabeth did so well that the professors and other students came to admire her. She

graduated at the top of her class!

However, her struggles were not over. Many hospitals and patients did not accept the idea of a

woman doctor. She had trouble finding a place to work. Finally, Elizabeth Blackwell opened her


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own clinic. Now no one could stop her from using her skills as a doctor. She also gave other

women a chance to work in medicine.

Elizabeth Blackwell’s courage opened the door for all women doctors who came after her.

Today, medical schools in America admit as many female students as males.


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Standard Reading Passage – Non‐fiction Passage #2

Jim Thorpe: An All‐Around Athlete

Many professional athletes become famous for being very good at one sport. However, in the early

1900s, a man named Jim Thorpe excelled at many sports. That made him one of the most famous

athletes of the 20th century.

Jim Thorpe’s Native American name was Wa‐Ho‐Thuk, which means “Bright Path”. He was born on a

reservation in Oklahoma in 1888. Both his parents were of partial Native American ancestry. When he

was about 16, Thorpe went to a school for Native Americans in Pennsylvania. At school, he discovered

his love and talent for sports. He joined the football team, and quickly became one of its star players. He

led his team twice to the college championship. He also competed in baseball, track and field events and

even ballroom dancing!

When he was only 24, Jim Thorpe boarded a ship with the American Olympic team. They sailed to

Europe to compete in the 1912 Olympic Games. Jim Thorpe worked out constantly on the ship during

the journey across the ocean. In the Olympics, Thorpe set new world records in many sports. He won

the pentathlon, a series of five sports events. Pentathlon events include swimming, running and

horseback riding. Thorpe also won the decathlon, a combination of ten different sports. Some

decathlon sports are hurdle racing, javelin throwing and the long jump. King Gustave of Sweden gave

Thorpe his gold medals. The King was so impressed with Thorpe’s accomplishments, he said, “Sir, you

are the greatest athlete in the world!”

Thorpe replied simply, “Thanks King."

Jim Thorpe returned to America to a hero’s welcome. He marched down Broadway in New York City in a

big parade in his honor.

Now Thorpe turned to professional sports. He played baseball with the New York Giants, and toured

around the world. He later returned to playing football. He even tried basketball for a short time.

After all of Thorpe’s sports careers were finished, he started yet another new one. This time he did

athletics in the movies. Thorpe worked as a stunt double for movie actors. He performed athletic moves

that were too dangerous or difficult for the actors. On film, in looked as if the actors were doing the

stunts, but it was really Jim Thorpe.

Jim Thorpe endured hardships during his career. For example, the Olympic committee stripped him of

his gold medals. The committee claimed that Thorpe had broken Olympic rules by playing professional

baseball before the Games. They returned the medals to his family many years later, after his death. Jim

Thorpe also struggled to support his family late in his life. At that time, professional athletes were not as

highly paid as they are today. Despite these setbacks, Jim Thorpe remains one of the most admired

American athletes in history.

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Student Materials **Include in final promotion portfolio**


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Independent Writing Activity

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Independent Writing Activity – continued

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Mathematical Inventory: Student Reference

1. Name the property shown in the equation below.

9 + (4 + 7) = (9 + 4) + 7

2. Pick out the statement which is a proportion and explain why you eliminated the others.

a. = b. = c. =

3. Write the absolute value for each of the following:

a. |‐7| = b. |+3| =

c. |0| = d. |‐6| =

4. Tanya bought pound of flour and pound of rice. What was the total weight of her

purchase? Show your work.

5. Ellen had 2 yards of ribbon. If she used of this piece, how many years did she use?

Show your work.



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Mathematical Inventory: Student Sheet – continued

6. A 60‐pound container is filled with 12 pounds of sand. Represent the amount of sand

that fills the container as a fraction, decimal, and percent.

a. Fraction: b. Decimal: c. Percent:

7. Simplify the following expression. Show your work.

52 × 3 + 22 × 4

8. Mary is now x years old now. Represent her age 5 years ago.

9. Find the value of the following expression when x = 6.

20 – 3x ÷ 2

10. Write an algebraic expression for 4 less than the product of 3 and a number. Use n to

represent a number.



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11. If n equals 4, what is the value of the expression below? Show your work.

2n2 × 5

12. The width of a table is 3 feet and the length is four times the width. What is the area of

the table in square feet? A = lw

13. What is the perimeter in units of the rectangular dance floor?

Answer: units

0 1 2 3 4 5 6 7 8 9 10

10

9

8

7

6

5

x

y



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14. What is the volume of the rectangular prism shown below?

15. If the radius of a circle is 13.5 inches, what is the diameter of the circle in inches? Explain how

you were able to figure out the diameter.

16. How many quarts are there in 3 gallons of milk? Show your work. 1 gallon = 4 quarts

17. Aileen has 3 liters of water. She uses 950 milliliters to water her plants. How many milliliters of

water does Aileen have left? Show your work. 1 liter = 100 milliliters

18. 4 red marbles

6 yellow marbles

7 green marbles

What is the probability of picking a green marble? Write as a fraction,

(not drawn to scale)

KEY

= 1 cubic inch



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19. 28, 36, 26, 38, 22

Mean:

20. Grades on Steve’s five math tests: 75, 80, 95, 75, 70

Range:



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Standard Math Problems: Student Sheet

1. Anna is going grocery shopping and has $150 to spend. At the store, Anna spends 30% of her money

on dairy products and vegetables.

Part A: How much money did she spend? Show your work.

Answer: $_________________

Part B: If Anna spends $60 dollars out of the $150 dollars for meats and poultry, what percent

of her money does this represent? Show your work.

Answer: __________________%



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Standard Math Problems: Student Sheet – continued

2. Find the value of the following expression when a = 5. Show your work.

42 + 6a

Answer: _______________

3. Mr. Smith wants to tile his kitchen floor. How many square feet of tile will he need if his room measurements are as shown in the illustration below.

14 ft.

Formulas: A = lw P = 2l + 2w

12 ft.

Answer: ____________________ square feet



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4. Mike has a bag that contains 80 marbles. Half of the marbles are blue and the other half of

the marbles consist of the following colors: 10 green, 20 red and 10 yellow.

Part A. If Mike randomly takes a marble out of the bag, what is the probability that the

marble will be red?

Answer: ___________

Part B. If Mike randomly takes a marble out of the bag, what is the probability that the

marble will be blue or yellow?

Answer: ____________

Explain how you found your answer.



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5. John puts his baseball cards in a box like the one shown below.

3 in.

4 in. 12 in.

(not drawn to scale)

Part A: What is the volume of the box? Use the formula V = lwh.

Show your work.

Answer: __________________cubic inches

Part B. If the width of the box is doubled, what will be the volume of the new box?

Answer: ___________________cubic inches

Explain how you found your answer.

Documents

Grade 6 Promotion Portfolio Blackline Masters 2010 2011