New York State Testing Program

Grade 6
Mathematics Test

Released Questions

2024

New York State administered the Mathematics Tests in May 2024

and is making approximately 75% of the questions
from these tests available for review and use.
 THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234

New York State Testing Program

Grades 3–8 Mathematics
Released Questions from 2024 Exams
Background

As in past years, SED is releasing large portions of the 2024 NYS Grades 3–8 English Language Arts and
Mathematics test materials for review, discussion, and use.

For 2024, included in these released materials are at least 75 percent of the test questions that appeared on
the 2024 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the correct
response to each question. These released materials will help students, families, educators, and the public
better understand the tests and the New York State Education Department’s expectations for students.

Understanding Math Questions

Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning
Standards for Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard
algorithms and conceptual standards. Multiple-choice questions incorporate both the grade-level standards
and the “Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked to
more than one standard, drawing on the simultaneous application of multiple skills and concepts.

One-Credit Constructed-Response Questions

One-credit constructed-response questions require students to complete a task and provide only their final
answer. These one-credit questions will often require multiple steps, assessing procedural skills, as well as
conceptual understanding and application. While students may show how they arrived at their final answer,
only the final answer will be scored.

Two-Credit Constructed-Response Questions

Two-credit constructed-response questions require students to complete tasks and show their work. These
two-credit response questions will often require multiple steps, the application of multiple mathematics
skills, and real-world applications. Many of the short-response questions will cover conceptual and
application standards.

Three-Credit Constructed-Response Questions

Three-credit constructed-response questions ask students to show their work in completing two or more
tasks or a more extensive problem. These three-credit response questions allow students to show their
understanding of mathematical procedures, conceptual understanding, and application. Three-credit
response questions may also assess student reasoning and the ability to critique the arguments of others. The
scoring rubric for all constructed-response questions can be found in the grade-level Educator Guides at
https://www.nysed.gov/state-assessment/grades-3-8-ela-and-math-test-manuals.
New York State P–12 Next Generation Learning Standards Alignment

The alignment(s) to the New York State P–12 Next Generation Learning Standards for Mathematics is/are
intended to identify the primary analytic skills necessary to successfully answer each question. However,
some questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-credit and three-credit constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.

These Released Questions Do Not Comprise a “Mini Test”

To ensure it is possible to develop future tests, some content must remain secure. This document is not
intended to be representative of the entire test, to show how operational tests look, or to provide
information about how teachers should administer the test; rather, its purpose is to provide an overview of
how the test reflects the demands of the New York State P–12 Next Generation Learning Standards.

The released questions do not represent the full spectrum of the standards assessed on the State tests, nor
do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured by an identical question in future
assessments.
GRADE 6 MATH SESSION 1

Name:___________________________________________________

New York State

Testing Program

Mathematics Test
Session 1

Grade
6
Spring 2024

RELEASED QUESTIONS
SESSION 1 MATH GRADE 6
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.

Session 1
 Session 1

TIPS FOR TAKING THE TEST

Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
•  ou have a ruler, a protractor, and a reference sheet that you can use on the test if they
Y
help you answer the question.

Session 1 Page 1
 Which expression represents more than the product of and ?
2  
A

GO ON
Page 2 Session 1
 Which value of makes the inequality true?
3  
A

A coordinate plane can be used to show the distance, in units, between two locations. The
4  
location of Jack’s house and a store are listed below.

Jack’s house is located at .

The store is located at .

What is the distance, in units, between Jack’s house and the store?

GO ON
Session 1 Page 3
 Which number line represents ?
11  

GO ON
Page 6 Session 1
 What is the value of the expression ?
14  
A

15   Ben purchases pounds of nuts and puts them into bags. Each bag holds pound

of nuts. He uses all the nuts to ll each bag completely. How many bags does Ben ll

with nuts?

GO ON
Session 1 Page 7
18   Which expression represents the opposite of the number ?

GO ON
Page 8 Session 1
 A diagram of a cube is shown below.
20  

What is the volume, in cubic inches, of the cube?

GO ON
Session 1 Page 9
 Tammy and Jacob collect stamps. Tammy has stamps. Jacob has fewer than times the
22  
number of stamps Tammy has. Which expression can be used to represent the number of
stamps Jacob has?

A container holds 6 gallons of liquid. How many pints of liquid does the container hold?
23  
A 6

B 8

C 24

D 48

GO ON
Page 10 Session 1
 What ordered pair represents the location of a point that is the re ection of the
26  
point over the -axis?

GO ON
Page 12 Session 1
 An isosceles trapezoid is shown below.
28  

What is the area, in square centimeters, of the isosceles trapezoid?

A 120

B 150

C 195

D 240

An inequality is shown below.

29  

Which statement about the locations of the numbers on a number line is true?

A is to the left of and to the right of on a number line.

B is to the right of and to the left of on a number line.

C is to the left of and to the left of on a number line.

D is to the right of and to the right of on a number line.

GO ON
Session 1 Page 13
Grade 6
Mathematics Test
Session 1
Spring 2024
GRADE 6 MATH SESSION 2

Name:___________________________________________________

New York State

Testing Program

Mathematics Test
Session 2

Grade
6
Spring 2024

RELEASED QUESTIONS
SESSION 2 MATH GRADE 6
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2024 by the New York State Education Department.

Session 2
 Session 2

TIPS FOR TAKING THE TEST

Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
•  ou have a ruler, a protractor, a reference sheet, and a calculator that you can use on the
Y
test if they help you answer the question.
• Be sure to show your work when asked.
• Be sure to explain your answer when asked.

Session 2 Page 1
 There are 104 calories in an 8-ounce serving of soda. How many calories are in 1 ounce
31   
of soda?

A 13

B 26

C 52

D 96

Jose builds a skateboard ramp in the shape of a right triangular prism. The net below
32  
shows the dimensions of each part of the ramp.

What is the surface area, in square feet, of the ramp?

A 90

B 75

C 51

D 44

GO ON
Page 2 Session 2
 The number 4 is 16% of what number?
33  
A 12

B 20

C 25

D 64

A machine produces chocolates at a constant rate. In 42 minutes, the machine produces

34  
7 pounds of chocolates. How long, in minutes, will it take the machine to produce
9 pounds of chocolates?

A 6

B 15

C 54

D 63

The dimensions of a cereal box in the shape of a right rectangular prism are shown below.
35  
inches by inches by inches

What is the volume, in cubic inches, of the cereal box?

GO ON
Session 2 Page 3
 A tutoring company charges per hour to tutor a student. How many hours of
36  
tutoring would cost ?

GO ON
Page 4 Session 2
 This question is worth 1 credit.
37  
The four vertices of a parallelogram are plotted on the coordinate plane shown below.

What is the distance, in units, between vertices A and D ?

Answer units

GO ON
Session 2 Page 5
 This question is worth 1 credit.
38  
What value of makes the equation true?

Answer

GO ON
Page 6 Session 2
 This question is worth 1 credit.
39  
An artist uses a ratio of 6 gallons of orange paint to 8 gallons of blue paint. If the artist
uses 1 gallon of blue paint, how many gallons of orange paint will they use?

Answer gallon(s)

GO ON
Session 2 Page 7
 This question is worth 2 credits.
40  
A diagram of a rectangular ag, with a shaded section, is shown below.

What is the area, in square centimeters, of the shaded section of the ag?
Show your work.

Answer square centimeters

GO ON
Page 8 Session 2
 This question is worth 2 credits.
41  
A student claims that the expression is equivalent to the expression .
What is incorrect about the student’s claim? Be sure to include an equivalent expression to
in your response.
Explain your answer.

GO ON
Session 2 Page 9
 This question is worth 2 credits.
42  
Mike needs a ticket every time he rides the bus. Given the equation , what is the
relationship between , the number of tickets that Mike buys, and , the total cost? Be sure
to identify which variable is independent and which variable is dependent in your answer.
Explain your answer.

GO ON
Page 10 Session 2
 This question is worth 2 credits.
43  
A student claims that 4 is the greatest common factor of 24 and 40, because the
two numbers are both multiples of 4. Is the student’s claim correct?
Explain how you determined your answer.

GO ON
Session 2 Page 11
 This question is worth 2 credits.
44  
A prism made of unit cubes is shown below.

What perfect cube is represented by the volume of the prism? Be sure to include what you
know about volume and exponents in your answer.
Explain your answer.

GO ON
Page 12 Session 2
 This question is worth 2 credits.
45  
The location of Jake’s school and house are represented on the coordinate plane
shown below.

What is the distance, in units, from Jake’s school to his house? Be sure to include the
coordinates for both locations and how those coordinates can be used to determine
your answer.
Explain how you determined your answer.

GO ON
Session 2 Page 13
 This question is worth 3 credits.
46  
Rex and Nero are saving money for new bikes. They both start with $0.00 and save at a
constant rate for 16 months. The tables below show Rex’s and Nero’s total savings,
in dollars, at the end of different numbers of months.

At the end of 16 months, what is the difference between the amount of money Rex saved
and the amount of money Nero saved?
Show your work.

Answer $

STOP
Page 14 Session 2
Grade 6
Mathematics Test
Session 2
Spring 2024
 THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2024 Mathematics Tests Map to the Standards
Grade 6
Multiple Choice
Constructed Response Questions
Questions
Question Type Key Points Standard Domain Secondary Standard(s) Percentage of Students P-Value
Average
Who Answered Correctly (Average Points Earned ÷
Points Earned
(P-Value) Total Possible Points)
Session 1
2 Multiple Choice B 1 NGLS.Math.Content.NY-6.EE.2a Expressions and Equations 0.71
3 Multiple Choice D 1 NGLS.Math.Content.NY-6.EE.5 Expressions and Equations 0.71
4 Multiple Choice C 1 NGLS.Math.Content.NY-6.NS.8 The Number System 0.62
11 Multiple Choice B 1 NGLS.Math.Content.NY-6.EE.8 Expressions and Equations 0.55
14 Multiple Choice D 1 NGLS.Math.Content.NY-6.EE.1 Expressions and Equations 0.58
15 Multiple Choice D 1 NGLS.Math.Content.NY-6.NS.1 The Number System 0.54
18 Multiple Choice B 1 NGLS.Math.Content.NY-6.NS.6a The Number System 0.28
20 Multiple Choice C 1 NGLS.Math.Content.NY-6.G.2 Geometry 0.44
22 Multiple Choice B 1 NGLS.Math.Content.NY-6.EE.6 Expressions and Equations 0.58
23 Multiple Choice D 1 NGLS.Math.Content.NY-6.RP.3d Ratios and Proportional Relationships 0.54
26 Multiple Choice B 1 NGLS.Math.Content.NY-6.NS.6b The Number System 0.38
28 Multiple Choice C 1 NGLS.Math.Content.NY-6.G.1 Geometry 0.35
29 Multiple Choice B 1 NGLS.Math.Content.NY-6.NS.7a The Number System 0.47
Session 2
31 Multiple Choice A 1 NGLS.Math.Content.NY-6.RP.2 Ratios and Proportional Relationships 0.89
32 Multiple Choice B 1 NGLS.Math.Content.NY-6.G.4 Geometry 0.53
33 Multiple Choice C 1 NGLS.Math.Content.NY-6.RP.3c Ratios and Proportional Relationships 0.50
34 Multiple Choice C 1 NGLS.Math.Content.NY-6.RP.3b Ratios and Proportional Relationships 0.73
35 Multiple Choice D 1 NGLS.Math.Content.NY-6.G.2 Geometry 0.54
36 Multiple Choice A 1 NGLS.Math.Content.NY-6.EE.7 Expressions and Equations NGLS.Math.Content.NY-6.RP.3b 0.71
37 Constructed Response n/a 1 NGLS.Math.Content.NY-6.G.3 Geometry 0.20 0.20
38 Constructed Response n/a 1 NGLS.Math.Content.NY-6.EE.7 Expressions and Equations 0.58 0.58
39 Constructed Response n/a 1 NGLS.Math.Content.NY-6.RP.2 Ratios and Proportional Relationships NGLS.Math.Content.NY-6.RP.3b 0.37 0.37
40 Constructed Response n/a 2 NGLS.Math.Content.NY-6.G.1 Geometry 0.68 0.34
41 Constructed Response n/a 2 NGLS.Math.Content.NY-6.EE.4 Expressions and Equations 0.74 0.37
42 Constructed Response n/a 2 NGLS.Math.Content.NY-6.EE.9 Expressions and Equations 0.57 0.28
43 Constructed Response n/a 2 NGLS.Math.Content.NY-6.NS.4 The Number System 0.85 0.42
44 Constructed Response n/a 2 NGLS.Math.Content.NY-6.G.5 Geometry 0.59 0.30
45 Constructed Response n/a 2 NGLS.Math.Content.NY-6.NS.8 The Number System 0.90 0.45
46 Constructed Response n/a 3 NGLS.Math.Content.NY-6.RP.3a Ratios and Proportional Relationships 1.17 0.39

*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including a balanced combination of procedural and
conceptual understanding.