6th Grade Unit Assessment with Study Guide: Percents

6th Grade Unit Assessment with Study Guide: Percents
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  1. Help your students prepare to finish off their Percents Math Unit with this two page assessment study guide. The assessment study guide focuses on the following Common Core Standard:CCSS.MATH.CONTENT.6.RP.A.3.CFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times
  2. Finish off your Percents Math Unit with this two page assessment. The assessment focuses on the following Common Core Standard:CCSS.MATH.CONTENT.6.RP.A.3.CFind a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the w
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  • StandardsNEW

Finish off your Percents Math Unit with this four page assessment with study guide.

The assessment focuses on the following Common Core Standard:

CCSS.MATH.CONTENT.6.RP.A.3.C

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

There is also one question where your students' skills to convert between fractions, percents and decimals will be put to the test.

This assessment and study guide include:

  • Multiple choice questions
  • Questions that require work shown
  • Unit bars to solve percents

Thank you, and enjoy!

Copyright© 2019 Emily Tussey

All rights reserved by author.

Permission to copy for single classroom use only.

Electronic distribution limited to single classroom use only. Not for public display.

Log in to see state-specific standards (only available in the US).
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.
Total Pages
8 pages
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Teaching Duration
90 minutes
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