Student Name

Teacher Name

School

System

Tennessee Comprehensive Assessment Program

Achievement Test ~ Grade 6
Item Sampler
 Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

What is the TCAP Achievement Test? . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

What are the questions testing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Who will be tested? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How long will the tests take? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How do I use the sample questions?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How will the tests be scored? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
May calculators be used?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Which test accommodations may be used? . . . . . . . . . . . . . . . . . . . . . . . . . 4
Here are some tips for preparing students for the test. . . . . . . . . . 4
Reading/Language Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69

Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Answer Key ........................................................... 150

Developed and published under contract with Tennessee State Department of Education by the Educational Measurement group of
Pearson, a business of NCS Pearson Inc., 2510 North Dodge Street, Iowa City, Iowa 52245. Copyright © 2009 by Tennessee State
Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any
means, or stored in a database or retrieval system, without the prior written permission of Tennessee State Department of Education.

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Introduction
What is the TCAP Achievement Test?

The TCAP Achievement Test is a multiple-choice test designed to measure student

achievement in certain skills in four content areas: Reading/Language Arts, Mathematics,
Science, and Social Studies. The sample questions in this on-line Item Sampler are
representative of the item types and item formats that will be used in the actual test,
including those questions with and without art.

What are the questions testing?

Questions are written to test student performance in state content standards. The State
Content Standards and Performance Indicators were developed by the Tennessee Department
of Education. These Standards and Performance Indicators are listed on the State
Department of Education Web site at http://www.state.tn.us/education/curriculum.shtml.

Who will be tested?

All students in grades 3 through 8 will be tested.

How long will the tests take?

The length of the tests will vary, depending on the grade level. The time limits are generous
and allow most students time to finish. Extended time limits only apply to students who are
eligible for special or English Language Learner (ELL) accommodations.

How do I use the sample questions?

These questions provide information about the TCAP Achievement Test. The questions
in the on-line Item Sampler are representative of questions that will be on the TCAP
Achievement Test.

In a classroom learning session, these questions can be used to prepare students for the actual
test. Item types with and without art are presented to better familiarize students with the
actual test format.

An answer key for the sample questions is provided at the end of this on-line Item Sampler.

Introduction | Page 3

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

How will the tests be scored?

The test answers will be machine scored. Results from the test provide information
about how well students performed on the content being tested.

May calculators be used?

Calculators may be used on Part 1 and 2 of the Mathematics portions of the TCAP
Achievement Test (grades 3–8) as per system policy.

Which test accommodations may be used?

The Achievement Test may be administered using various procedures that are used
during the student’s daily educational program. Certain conditions must be met for
students to be eligible for special and ELL accommodations.

Here are some tips for preparing students for the test.

Remind students to:

Relax: It is normal to be somewhat anxious before the test. Remember that the score
is only one of a number of measures of performance.

Listen: Listen to and read the test directions carefully.

Plan Use of Time: First, answer all the questions you are sure about. Do not spend
too much time on any one question. If a question seems to take too long, skip it and
return to it later if you have extra time.

Pause and Think: If you are not sure how to answer a question, carefully read it
again. Rule out answer choices that you know are incorrect and then choose from
those that remain.

Introduction | Page 4

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Reading / Language Arts
Directions This passage is part of a student’s journal. It contains mistakes. Read the journal and
answer Numbers 1 through 8.

April 20, 2009

(1) Studying the early settlers have been far more interesting than I thought it would be. (2) I was
most fascinated with the experiences the early settlers had on their long journeys as they traveled by foot
across the country. (3) To help me better understand their experiences, I decided to make a long journey
of my own.
(4) My plan was to walk one hundred miles in eight weeks. (5) I kept a daily record of the distance
I traveled and any unusual occurrences. (6) I remembered reading that the settlers often lacked a cart
to haul supplies. (7) To make my trip as much like they’res as possible, I carried a backpack filled with
supplies. (8) This included enough water to last for three days.
(9) I walked to all the places I normally go, such as school and friend’s houses, but I also added two
miles per day at the park. (10) On the first day, I noticed that it took me longer than usual to travel
because I was carrying my heavy backpack. (11) I often had to stop to adjust the weight; because I was
so uncomfortable.
(12) Some days a gentle breeze cooled my face, providing incouragement to continue. (13) Other
times the wind blew or rain poured, making the walk more challenging. (14) I always completed my
daily walk. (15) Regardless of the weather conditions.
(16) Four weeks later, I reviewed my journal. (17) At twenty-eight miles, I wasn’t even close to being
halfway to my goal! (18) I realized that the settlers must have become frustrated with the slow pace of
their travels as well. (19) I began to understand how difficult their experience must have been. (20) More
importantly I realized how much the settlers sacrificed in hopes of improving their lives.

TNR2P314

Grade 6 Reading / Language Arts | Page 5

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.3 Identify the correct use of adjectives (i.e.,
common/proper, comparative forms) and adverbs
(i.e., comparative forms) within context.

1 Read Sentence 10.

On the first day, I noticed that it took me longer than usual to travel because I was
carrying my heavy backpack.

What is the correct way to write the underlined word above?

A long
B longest
C more long
D correct as is
TNR20357

Reporting Category: 1 Language

Performance Indicator: 0601.1.5 Identify the correct use of conjunctions (i.e.,
coordinating and subordinating) and interjections
within context.

2 Read Sentence 11.

I often had to stop to adjust the weight; because I was so uncomfortable.

What is the best way to revise the sentence above?

F Because I was so uncomfortable I often had to stop to adjust the weight.

G I often had to stop to adjust the weight and it was because I was so uncomfortable.
H Because I often had to stop to adjust the weight; I was so uncomfortable.
J I often had to stop to adjust the weight because I was so uncomfortable.
TNR20358

Grade 6 Reading / Language Arts | Page 6

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.7 Identify within context a variety of
appropriate sentence-combining techniques (i.e.,
comma + coordinating conjunctions, introductory
words, appositives, interrupters).

3 Read Sentences 14 and 15.

I always completed my daily walk. Regardless of the weather conditions.

What is the best way to combine the sentences above?

A I regardless of the weather conditions, always completed my daily walk.

B Regardless of the weather conditions; I always completed my daily walk.
C I always completed my daily walk, and regardless of the weather conditions.
D Regardless of the weather conditions, I always completed my daily walk.
TNR20359

Grade 6 Reading / Language Arts | Page 7

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.9 Recognize usage errors occurring within
context (i.e., double negatives, troublesome words
{to/too/two, their/there/they’re, its/it’s, sit/set, lie/
lay, affect/effect, sit/set, lie/lay, may/can, leave/let,
teach/learn, accept/except, capitol/capital, principle/
principal, between/among}).

4 Read Sentence 7.

To make my trip as much like they’res as possible, I carried a backpack filled

with supplies.

What is the correct way to write the underlined word above?

F theirs
G there’s
H their’s
J theres
TNR20360

Grade 6 Reading / Language Arts | Page 8

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.10 Identify the correct spelling of plurals and
possessives.

5 Read Sentence 9.

I walked to all the places I normally go, such as school and friend’s houses, but I
also added two miles per day at the park.

What is the correct way to write the underlined word above?

A friends
B friends’
C friends’s
D correct as is
TNR20361

Reporting Category: 1 Language

Performance Indicator: 0601.1.11 Identify sentences with correct subject-
verb agreement (person/number) within context.

6 Read Sentence 1.

Studying the early settlers have been far more interesting than I thought it
would be.

What is the correct way to write the underlined words above?

F Studying the early settlers has been

G Studying the early settlers had been
H Studying the early settlers are being
J Studying the early settlers been
TNR20362

Grade 6 Reading / Language Arts | Page 9

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.12 Identify the correct use of commas (i.e.,
compound sentences, coordinating conjunctions,
introductory words, appositives, interrupters) within
context.

7 Read Sentence 20.

More importantly I realized how much the settlers sacrificed in hopes of improving
their lives.

What is the correct way to write this sentence using a comma?

A More importantly, I realized how much the settlers sacrificed in hopes of improving their lives.
B More importantly I realized, how much the settlers sacrificed in hopes of improving their lives.
C More importantly I realized how much, the settlers sacrificed in hopes of improving their lives.
D More importantly I realized how much the settlers sacrificed, in hopes of improving their lives.
TNR20363

Reporting Category: 1 Language

Performance Indicator: 0601.1.18 Identify correctly and incorrectly spelled
words in context.

8 Read Sentence 12.

Some days a gentle breeze cooled my face, providing incouragement to continue.

Which underlined word is spelled incorrectly?

F gentle
G providing
H incouragement
J continue
TNR20364

Grade 6 Reading / Language Arts | Page 10

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Directions A student wrote the following letter. It contains mistakes. Read the letter and answer
Numbers 9 through 13.

January 28, 2009

Shop of Shirts
Suite 401
10999 Westview Drive
Phoenix, Arizona 34521
To whom it may concern:
(1) Our student library group placed an order with you for 34 T-shirts on December 17, 2008. (2) When
we placed the order, they told them that delivery would take 2 to 4 weeks. (3) After 6 weeks of waiting,
however, we still have not received the T-shirts we ordered.
(4) The shirts were pictured on page 34 of your November 2008 catalog. (5) The shirts were red with
a picture of an open book on the front and the words “Readers are Leaders” printed on the back.
(6) We also paid extra money to have added underneath the picture the name of our school on the front.
(7) Enclosed is a copy of the page from the catalog with the T-shirt we ordered circled in blue so that you
can easily identify the style.
(8) We would like to know when our order will arrive the order confirmation number is #BN-439.
(9) We hope that once you determine the problem, your company will be able to rush the order so
we will have the shirts in time for our library groups yearly picture. (10) We looks forward to hearing
from you.
Sincerely,
Cindy Mayer

TNR2P318

Grade 6 Reading / Language Arts | Page 11

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.1 Identify the correct use of nouns (i.e.,
common/proper, singular/plural, possessives) and
pronouns (i.e., agreement, subject, object) within
context.

9 Read Sentences 1 and 2.

Our student library group placed an order with you for 34 T-shirts on
December 17, 2008. When we placed the order, they told them that delivery
would take 2 to 4 weeks.

How should the underlined part of this sentence be revised to have correct pronoun
agreement?

A they told us
B you told him
C we were told
D she told them
TNR20365

Grade 6 Reading / Language Arts | Page 12

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.1 Identify the correct use of nouns (i.e.,
common/proper, singular/plural, possessives) and
pronouns (i.e., agreement, subject, object) within
context.

10 Read Sentence 9.

We hope that once you determine the problem, your company will be able to rush the
order so we will have the shirts in time for our library groups yearly picture.

What is the correct way to write the underlined words?

F our library group’s yearly picture

G our library groups’ yearly picture
H our library’s groups’s yearly picture
J our libraries group yearly picture
TNR20366

Grade 6 Reading / Language Arts | Page 13

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.2 Identify the correct use of verbs (i.e.,
action, linking, regular/irregular, agreement) within
context.

11 Read Sentence 10.

We looks forward to hearing from you.

What is the correct way to write the underlined word?

A is looking
B look
C are look
D looked
TNR20367

Grade 6 Reading / Language Arts | Page 14

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.4 Identify the correct use of prepositional
phrases (place prepositional phrases correctly
according to the words they modify within the
sentence) within context.

12 Read Sentence 6.

We also paid extra money to have added underneath the picture the name of our
school on the front.

What is the best way to write Sentence 6?

F We also paid extra money to have the name added of our school on the front underneath
the picture.
G We also paid extra money to have the name of our school added underneath the picture on
the front.
H We also paid extra money to have on the front the name of our school added underneath
the picture.
J We also paid extra money to have underneath the picture added the name of our school on
the front.
TNR20368

Grade 6 Reading / Language Arts | Page 15

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.8 Select the most appropriate method
to correct a run-on sentence (i.e., conjunctions,
semicolons, and periods to join or separate
elements).

13 Read Sentence 8.

We would like to know when our order will arrive the order confirmation number
is #BN-439.

What is the best way to correct this run-on sentence?

A We would like to know when our order will arrive, the order confirmation number
is #BN-439.
B We would like to know when our order will arrive; the order confirmation number
is #BN-439.
C We would like to know when our order will arrive, but the order confirmation number
is #BN-439.
D We would like to know when our order will arrive; however the order confirmation number
is #BN-439.
TNR20369

Grade 6 Reading / Language Arts | Page 16

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Directions The following passage is a speech. Read the speech and answer Numbers 14 through 23.

Talking Drums
1 Good morning, friends. As you may remember, Mr. Kovier began the year by teaching us about the
different families of instruments. Many of you already know what my favorite instrument group is—the
percussion family. When I was asked to speak to you, I couldn’t wait to share what I have learned from my
father at his African drum school.
2 I have always been fascinated by people playing the drums. As a little kid, I liked to watch parades
and football games on TV so that I could see the drummers in the marching bands. While my father was
teaching percussion at Southeast College, our family had the opportunity to travel to the country of Guinea.
Before that trip, I did not realize that other kinds of drums existed. In the month I spent in Guinea, I saw the
Malinke people play their beautiful drums. My father learned to play them, and then he taught me. When we
returned home, my father opened his own African drum school called Talking Drums.
3 At my father’s school, we use genuine African dun dun drums.
These drums are actually a set of three bass drums that create
unique sounds when struck. Many of these drums are carved
from dense wood. Then they are skillfully painted with beautiful
designs. We also have smaller hand drums called djembes. Using
both of these instruments, we play some of Africa’s most energetic
and popular music. In addition to learning how to play them,
students in the classes also learn how these drums are made.
Eventually students get to help make a drum of their own.
4 Learning to play the different drumbeats can be difficult in the
beginning. First a student must learn to strike a steady beat on the
drum while holding it. As I have learned more difficult rhythms,
my father has taught me about the history of the music. People in
our community can learn about West African music and how to
play these drums because trained drummers, such as my father,
have been able to travel, perform, and teach in many areas of the
United States.
5 Occasionally we have teachers from West Africa who visit our drum school. These teachers are masters
of djembe drumming and show us their unique skills. During these visits, other students and I demonstrate
what we have learned for our special guests. We also have opportunities to perform at the annual cultural
festival, the fall parade, and at local elementary schools.
6 Since my father opened Talking Drums, I have learned that there are many groups like ours around the
United States. Kids in Illinois, California, and New York are also learning to play the African drums. If the
rhythm of music keeps your feet tapping like mine, I encourage you to take an introductory class at the
drum school. You may find yourself with a new favorite musical instrument!
TNR2P328

Grade 6 Reading / Language Arts | Page 17

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Vocabulary
Performance Indicator: 0601.1.15 Use context clues and prior knowledge of
roots and affixes to determine the meaning of multi-
meaning words.

14 Read this sentence from Paragraph 4.

First a student must learn to strike a steady beat on the drum while holding it.

Which meaning of strike is used in the sentence above?

F to take a certain course

G to delete something
H to discover something
J to come into contact with
TNR20963

Grade 6 Reading / Language Arts | Page 18

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Vocabulary
Performance Indicator: 0601.1.20 Use knowledge of root words, affixes,
syllabication, and/or spelling patterns as aids in
determining meaning within context.

15 Read this sentence from Paragraph 3.

Then they are skillfully painted with beautiful designs.

What does skillfully mean in this sentence?

A able to study
B acting in a manner requiring ability
C able to care for
D not having the ability to do
TNR20964

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.2.1 Identify the purpose of a speech (i.e., to
inform, to describe, to explain, to persuade, to
entertain).

16 What is the main purpose of this speech?

F to explain to the audience the appeal of percussion instruments

G to persuade the audience to research African music
H to describe to the audience the appearance of Malinke drums
J to inform the audience about a special music school
TNR20965

Grade 6 Reading / Language Arts | Page 19

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.2.2 Identify the targeted audience of a speech.

17 Who is the intended audience for this speech?

A drummers at Talking Drums

B teachers visiting from West Africa
C friends attending Southeast College
D students in Mr. Kovier’s music class
TNR20966

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.2.3 Identify the thesis and main points of a
speech.

18 Which sentence from the speech best expresses its intended thesis?

F When I was asked to speak to you, I couldn’t wait to share what I have learned from my father at
his African drum school.
G When we returned home, my father opened his own African drum school called Talking Drums.
H Occasionally we have teachers from West Africa who visit our drum school.
J You may find yourself with a new favorite musical instrument!
TNR20967

Grade 6 Reading / Language Arts | Page 20

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.2.8 Select the best summary of a speech.

19 Which sentence best summarizes the speech?

A Talking Drums is a music school that teaches its students the music, history, and culture of
West African drumming.
B Master teachers from West Africa visit the United States to demonstrate their unique skills
for students.
C Drummers who have learned special skills and difficult rhythms play djembes and
dun dun drums.
D A student who has learned about West African drumming shares facts about a drum school
called Talking Drums.
TNR20968

Reporting Category: 5 Logic

Performance Indicator: 0601.5.2 Determine whether a given statement in
text is fact or opinion.

20 Which sentence from the speech is an opinion?

F As you may remember, Mr. Kovier began the year by teaching us about the different families
of instruments.
G Before that trip, I did not realize that other kinds of drums existed.
H These drums are actually a set of three bass drums that create unique sounds when struck.
J Learning to play the different drumbeats can be difficult in the beginning.
TNR20969

Grade 6 Reading / Language Arts | Page 21

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Logic
Performance Indicator: 0601.5.4 Identify examples of persuasive devices
(i.e., bandwagon, loaded terms, testimonial, name-
calling).

21 Read this sentence from Paragraph 6.

If the rhythm of music keeps your feet tapping like mine, I encourage you to take an
introductory class at the drum school.

Which persuasive device is the speaker using with this sentence?

A bandwagon
B loaded terms
C testimonial
D name-calling
TNR20970

Reporting Category: 5 Logic

Performance Indicator: 0601.5.5 Specify a logical word choice to complete
an analogy, using synonyms, antonyms, homonyms,
categories, subcategories, whole/part, and
functions.

22 Read the analogy based on the speech.

Drum is to instrument as concert is to ________.

Which word best completes the analogy?

F performance
G audience
H music
J skill
TNR20971

Grade 6 Reading / Language Arts | Page 22

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.7 Recognize that purpose determines text
format.

23 After the speech, the speaker wants to give each person in the audience something to remember
Talking Drums. Which of these would be best for the speaker to give?

A an outline of the types of drums used at the school

B an article from a local newspaper about a recent visiting teacher
C a flier with the location and schedule of classes
D a photograph of a group of drummers from the school
TNR20972

Grade 6 Reading / Language Arts | Page 23

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Directions Don wrote the following report. It contains mistakes. Read the report and answer
Numbers 24 through 37.

1 Most schools take pictures of students each year to put in yearbooks. Photographers make
the whole process of taking and developing pictures look effortless. It is easy to forget that when
photographs were first invented, the process wasn’t easy, but fortunately, much has changed since then.
2 The first photograph was taken in the late 1820s. At that time, each sheet of metal, used as film,
would record only one image. Then the material used to create that image took a long time to develop
into a picture. ________, the process of taking out the film and putting in a new piece took a long time.
3 Today, the newest cameras don’t even use film. These cameras are called digital cameras, and they
use computer technology to capture an image or scene. With technology changing at such a fast pace,
it is impossible to think what photography will be like in the next 100 years.
4 In the early 1890s, a man named George Eastman invented roll film. Roll film allowed people to
take many pictures. However, there was still no camera that could quickly take pictures one right after
another. Fortunately in the early 1890s, Thomas Edison, with the help of William Dickson, invented a
new camera that could take over 40 pictures in one second. Many pictures for a yearbook can be taken
on one roll of film. When shown from a special projector, the images from this motion-picture camera
looked as though they were moving.

TNR2P313

Grade 6 Reading / Language Arts | Page 24

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.1 Identify the purpose for writing (i.e., to
inform, to describe, to explain, to persuade).

24 The purpose of this report is to

F persuade the reader to try photography.
G explain why people enjoy photography.
H inform the reader about photography.
J describe how people use photography.
TNR20949

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.3.2 Identify the audience for which a text is
written.

25 Who would most likely read Don’s report?

A adults learning new photography techniques
B people interested in the history of photography
C children who like taking numerous photographs
D people who teach photography in art classes
TNR20950

Grade 6 Reading / Language Arts | Page 25

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.3 Select an appropriate thesis statement for a
writing sample.

26 Which sentence from the report is the thesis statement?

F Photographers make the whole process of taking and developing pictures look effortless.
G It is easy to forget that when photographs were first invented, the process wasn’t easy, but
fortunately, much has changed since then.
H With technology changing at such a fast pace, it is impossible to think what photography
will be like in the next 100 years.
J Roll film allowed people to take many pictures.
TNR20951

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.3.4 Rearrange multi-paragraphed work in a
logical and coherent order.

27 Choose the most logical order for the paragraphs in Don’s report.
A 2, 3, 4, 1
B 1, 4, 3, 2
C 1, 2, 4, 3
D correct as is
TNR20952

Grade 6 Reading / Language Arts | Page 26

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.5 Select illustrations, descriptions, and/or
facts to support key ideas.

28 Don wrote the following facts after reading an article in a photography magazine.

1. Photography is a hobby for many people.

2. Joseph Niépce took the first photograph.
3. Flashbulbs were often needed while taking photographs.
4. Frederick Wratten started the first photography supply business.

Which fact would best support an idea presented in Don’s report?

F Fact 1
G Fact 2
H Fact 3
J Fact 4
TNR20953

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.3.6 Choose the supporting sentence that best
fits the context flow of ideas in a paragraph.

29 Don wants to add this sentence to his report.

Most photographs can be printed at stores or at home in just minutes.

In which paragraph should Don include this sentence?

A Paragraph 1
B Paragraph 2
C Paragraph 3
D Paragraph 4
TNR20954

Grade 6 Reading / Language Arts | Page 27

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.7 Identify sentences irrelevant to a
paragraph’s theme or flow.

30 Which sentence from Paragraph 4 does not belong in the report?

F In the early 1890s, a man named George Eastman invented roll film.
G However, there was still no camera that could quickly take pictures one right after another.
H Many pictures for a yearbook can be taken on one roll of film.
J When shown from a special projector, the images from this motion-picture camera looked
as though they were moving.
TNR20955

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.3.8 Select appropriate time-order or
transitional words/phrases to enhance the flow of a
writing sample.

31 Read these sentences from Paragraph 2.

At that time, each sheet of metal, used as film, would record only one image. Then
the material used to create that image took a long time to develop into a picture.
________, the process of taking out the film and putting in a new piece took a
long time.

Which transition word best belongs in the blank?

A First
B Therefore
C However
D Additionally
TNR20956

Grade 6 Reading / Language Arts | Page 28

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.9 Select an appropriate concluding sentence
for a well-developed paragraph.

32 Which of these is the best concluding sentence for Paragraph 4?

F Photography continues to change as inventors find better ways to record images and movies.
G Many people today still enjoy using old cameras to take their family photographs.
H A camera able to take 40 pictures per second is useful only if a special projector is available to
show the images.
J Although modern cameras may look different, they still work like those invented much earlier.
TNR20957

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.3.10 Select an appropriate title that reflects the
topic of a written selection.

33 Which title would be best for Don’s report?

A Early Photography
B The Invention of Photography
C Photography Today
D Photography Then and Now
TNR20958

Grade 6 Reading / Language Arts | Page 29

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.11 Complete a graphic organizer (e.g.,
clustering, listing, mapping, webbing) with
information from notes for a writing selection.

34 Look at the graphic organizer.

Changes in Photography
Since 1827

Motion-picture
Roll film
camera

Which information belongs in the empty space?

F George Eastman
G Special photo paper
H Digital cameras
J Yearbook pictures
TNR20959

Grade 6 Reading / Language Arts | Page 30

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.4.1 Select the most focused research topic.

35 Don wants to learn more about digital photography. For an Internet search, which phrase would
provide the most focused search for Don?

A early cameras
B changes in camera technology
C history of film
D techniques for taking electronic images
TNR20960

Reporting Category: 3 Writing and Research

Performance Indicator: 0601.4.4 Distinguish between primary (i.e., letters,
interviews, diaries, newspapers) and secondary (i.e.,
reference books, periodicals, Internet, biographies)
sources.

36 For his report, Don needed to include at least one primary source. Which of Don’s sources is a
primary source?

F an encyclopedia article on roll film

G a biography of Thomas Edison
H a copy of George Eastman’s journal
J a Web site about the invention of digital cameras
TNR20961

Grade 6 Reading / Language Arts | Page 31

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.4.5 Discern irrelevant research material from
written text.

37 Don made the following notes after reading a source about Thomas Edison’s invention of a
new camera.

1. It had continuous tape-like film.

2. It could project motion pictures.
3. He received 1,093 U.S. patents throughout his career as an inventor.
4. He worked on a camera with William Dickson from 1888–1893.

Which fact is not relevant to Don’s report?

A Fact 1
B Fact 2
C Fact 3
D Fact 4
TNR20962

Grade 6 Reading / Language Arts | Page 32

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Directions Read the passage. Then answer Numbers 38 through 49.

Milk Jug Lumber

by Jae O. Haroldsen
1 In March 1987, a tugboat pulled a barge loaded with garbage from New York City down the eastern
seaboard. No state would let it dock. Why? There was too much garbage and too little landfill space.
Landfills were already spilling over with plastics.
2 Scientists started looking for new ways to recycle trash, especially plastics.
3 Dr. Tom Nosker, a scientist at Rutgers University, says, “We asked the public for empty soda bottles.”
People sent not only soda bottles but milk jugs, detergent containers, plastic cups, and more.
A Mixed Bag
4 Dr. Nosker let other scientists take the soda bottles. “The
rest contained about eighty percent milk jugs and detergent
bottles,” he says. “Twenty percent was a jumble of different
plastics.” Dr. Nosker started to melt down a mix of plastics.
5 Each type of plastic melts at a different temperature,
so not everything in the mix melted. Little pieces floated in
the taffy-like mix. “I forced the mix into molds shaped like
rectangles and circles,” he says.
6 When the mix cooled, Dr. Nosker drilled a hole into it and
turned in a screw. He wondered, could mixed plastics be made
into a substitute for wood?
Why Milk Jugs?
7 Wood makes a good building material because it is strong
(holds weight) and stiff (doesn’t crumple). There is no single
type of plastic that is both strong and stiff.
8 Milk jugs are strong. (Try tearing one.) Milk jugs are not
stiff. (Crush one.) Plastic forks are stiff but not strong.
9 Dr. Nosker looked at the floating pieces. He had an idea.
He needed the right mix of milk jugs and plastic forks.

Grade 6 Reading / Language Arts | Page 33

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

10 After Dr. Nosker washed and sorted the plastics, he melted
each type of plastic separately. He began mixing milk jugs and
plastic forks (and spoons and knives) in different amounts,
testing each batch’s strength and stiffness. In time, he produced
a lumber matching the strength and stiffness of wood. In
the mid-1990s, Dr. Nosker’s plastic lumber first appeared for
building fences, decks, playgrounds, and picnic tables.
11 Today, recycled plastic is being used for railroad ties and
even a forest-service bridge. Think of it. One of your drained
milk jugs may be supporting a heavy freight train or fire truck
rolling toward a forest fire!
12 In the future, Dr. Nosker thinks larger bridges or artificial
bone may be made from recycled plastics. He is still mixing.

“Milk Jug Lumber” by Jae O. Haroldsen, from Highlights for Children, July 2007, copyright © 2007 by Highlights for Children, Inc. Columbus, Ohio. Used by
permission.

TNR0P061

Reporting Category: 2 Vocabulary

Performance Indicator: 0601.1.19 Recognize and use grade-appropriate and
content-specific vocabulary within context.

38 Read this sentence from Paragraph 6.

He wondered, could mixed plastics be made into a substitute for wood?

What does the word substitute mean?

F a strong material used for building

G one thing used in place of another
H something that has been recycled
J a new way of doing something
TNR20973

Grade 6 Reading / Language Arts | Page 34

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.4.2 Rank research resources according to
reliability.

39 Terry did an Internet search to learn more about the uses for recycled plastics. Read his results.

uses for recycled plastics Search:

1. Recycling Plastics
The easiest ways to recycle and help the environment . . .
www.#1easyrecycle.com

2. Recycled Crafts
Fun ways to use plastic bottles to make recycled gifts and crafts . . .
www.fun*recycled*crafts.com

3. U.S. Recycling Industry

. . . a government agency that studies uses for recycled plastic wastes . . .
www.USrecycling.gov

4. Going Green with Recycling

. . . list of ways you can help recycle plastic and paper in everyday life . . .
www.gogreenalltheway.org

Which Internet site would provide Terry with the most reliable information for his search?

A Site 1
B Site 2
C Site 3
D Site 4
TNR20974

Grade 6 Reading / Language Arts | Page 35

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.4.3 Determine the most appropriate research
source for a given research topic.

40 Leah wants to know the rules for recycling plastic bottles in the northeastern United States. Which
source would have the best information?

F a U.S. government Web site on recycling plastic bottles in the United States
G a television commercial about recycling plastic bottles
H a social studies textbook chapter on recycling plastic in the Northeast
J a magazine advertisement for recycling plastics
TNR00262

Reporting Category: 5 Logic

Performance Indicator: 0601.5.3 Identify stated or implied cause-effect
relationships.

41 In his work, Dr. Nosker used both milk jugs and plastic forks because

A there were too few soda bottles and plastic cups for him to use.
B both plastic items could hold weight without falling apart.
C these were the only plastics that could be recycled.
D he wanted to make a plastic that was both strong and stiff.
TNR20975

Grade 6 Reading / Language Arts | Page 36

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.1 Formulate clarifying questions for use
before, during, and after reading.

42 Which question is answered in the section “Why Milk Jugs?”

F How many mixtures did Dr. Nosker try before finding the right one?
G How are plastics melted down into liquid?
H What materials are used to create plastic milk jugs?
J What benefits did plastics in milk jugs and forks have for Dr. Nosker?
TNR20976

Reporting Category: 6 Informational Text

Performance Indicator: 0601.6.2 Identify the main idea and supporting
details in a text.

43 Which of these was a problem for Dr. Nosker when he melted down a mix of plastics?
A Everything melted too quickly.
B None of the plastic was strong.
C He did not receive enough donated plastic.
D Each plastic melted at a different temperature.
TNR00263

Grade 6 Reading / Language Arts | Page 37

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.2 Identify the main idea and supporting
details in a text.

44 According to the passage, Dr. Nosker began to solve his main problem by
F using eighty percent milk jugs and detergent bottles.
G testing plastic forks to find out how strong they were.
H mixing different types of plastic in different amounts.
J trying to build a small bridge from his melted plastics.
TNR20977

Reporting Category: 6 Informational Text

Performance Indicator: 0601.6.3 Use text features to locate information and
make meaning from text (e.g., headings, key words,
captions, footnotes).

45 The caption beneath the second photograph helps readers to understand

A the best way to treat recycled plastic for durability.
B how sturdy recycled plastic lumber can be.
C the many uses for recycled plastic.
D what recycled plastic lumber looks like.
TNR20978

Grade 6 Reading / Language Arts | Page 38

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.4 Interpret factual, quantitative, technical, or
mathematical information presented in text features
(e.g., maps, charts, graphs, time lines, tables, and
diagrams).

46 Clayton filled out the chart below before he read this passage.

What I KNOW What I WANT to learn What I did LEARN

1. Recycling is good. 1. At what temperature 1.

would a milk jug melt?

2. Many people recycle 2. Is a milk jug strong 2.

plastic. or stiff?

Which of these statements could be placed in the column “What I did LEARN”?

F Most types of plastic are stronger than wood.

G Soda bottles were useful in Dr. Nosker’s research.
H Different types of plastics melt at different temperatures.
J Dr. Nosker used one type of plastic to make the new lumber.
TNR00261

Grade 6 Reading / Language Arts | Page 39

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.5 Locate and verify information in text
to support inferences, opinions, predictions, and
conclusions.

47 Which detail from the passage best shows that Dr. Nosker accomplished his goal of producing
a strong, stiff recycled plastic?

A Today there is a forest-service bridge made of recycled plastic.

B Dr. Nosker melted different kinds of plastic to make lumber.
C In the future, Dr. Nosker hopes to make artificial bone.
D Because of its strength, wood makes a good building material.
TNR20979

Reporting Category: 6 Informational Text

Performance Indicator: 0601.6.6 Select the best summary of a text.

48 Which sentence best summarizes this passage?

F Many scientists were looking for new ways to recycle trash, so Dr. Tom Nosker used old items to
make different objects.
G Dr. Tom Nosker experimented with different mixtures of melted plastics until he came up with a
building material as strong as wood.
H Since plastic can be as strong as wood, Dr. Tom Nosker decided to make things like fences and
tables from it.
J Dr. Tom Nosker asked for empty plastic containers to use for his experiment.
TNR20980

Grade 6 Reading / Language Arts | Page 40

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.7.2 Select the visual image that best reinforces
a viewpoint or enhances a presentation.

49 Roberto is giving a speech based on the information in this passage. Which of these would be best
for him to show the audience at the end of his speech?

A a magazine article about a garbage barge

B a selection of milk jugs and plastic forks
C a photograph of a school playground
D a small chair made from plastic lumber
TNR20981

Grade 6 Reading / Language Arts | Page 41

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Directions Read the poem. Then answer Numbers 50 through 60.

In the Ebony Room

by Isaac Olaleye
In my classroom
We study by sunlight.
But when the wind whistles,
And the clouds hurry in front of the sun,
5 The trees bow.
Leaves flutter,
And the pages of our books
Begin flipping by themselves,
And the clouds are full of rain.
10 Then the wooden windows
Of my classroom
Are pulled shut.

In the ebony dark room

Grinning students whisper
15 How wonderful it is
Not to have to do their
Arithmetic, reading, and writing.
The whispering fades.
On wooden desks students rest their heads.
20 On wooden tables teachers rest their heads.
For in the ebony room
The rain sings
A lullaby to students and teachers.

The pit-a-pat of the rain

25 On the wooden windowpanes
And the whistling wind
Get louder.
Pupils wake up and sing:
“Stop, rain, stop.
30 We cannot play on green grass.
We cannot go home to our parents.
Stop, rain, stop.
Come back another day.”

Grade 6 Reading / Language Arts | Page 42

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 But the rain, with a mind of its own,
35 Beats against our wooden windows.
And pit-a-pat we hear it say:
“I have a rain forest to fill
And grass to keep green!
I will rain till I’m through.
40 Children can wait.
My music will not.”
So in the dark room we nod and doze
To the rain’s lullaby.

“In the Ebony Room” from The Distant Talking Drum, by Isaac Olaleye, copyright © 1995 by Boyds Mills Press, Inc. Used by permission.
TNR0P065

Reporting Category: 2 Vocabulary

Performance Indicator: 0601.1.14 Select appropriate synonyms, antonyms,
and homonyms within context.

50 Read Line 42.

So in the dark room we nod and doze

Which of these means the same as doze?

F learn
G sleep
H agree
J move
TNR00017

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Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Logic
Performance Indicator: 0601.5.3 Identify stated or implied cause-effect
relationships.

51 Why do the students become less excited about missing lessons?

A The students are eager to sing to the rain.

B The students and teachers get sleepy.
C The students want to see the leaves flutter.
D The students and teachers listen to the rain talk.
TNR20716

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Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Logic
Performance Indicator: 0601.5.6 Indicate the sequence of events in text.

52 Look at the graphic organizer.

The sun The children The rain

shines. study. comes.

The people
The windows
become
close.
tired.

Which event belongs in the empty box?

F The trees bow.

G The clouds hurry.
H The leaves flutter.
J The children whisper.
TNR00018

Reporting Category: 5 Logic

Performance Indicator: 0601.5.7 Make inferences and draw conclusions
based on evidence in text.

53 How does the speaker of the poem feel about the storm?
A disappointed when the storm interrupts study time
B fearful of the noise made by the storm
C excited when the storm continues past the time to go home
D content to let the storm do its work
TNR20717

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Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.2 Identify the setting and conflict of a
passage.

54 The speaker of the poem hints that the classroom has no

F electrical power.
G desks.
H teaching materials.
J windows.
TNR20718

Reporting Category: 7 Literature

Performance Indicator: 0601.8.4 Distinguish between first and third person
points of view.

55 Which line from the poem shows that it is written in first person?
A In my classroom
B Begin flipping by themselves,
C Grinning students whisper
D Not to have to do their
TNR20719

Grade 6 Reading / Language Arts | Page 46

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.5 Identify the kind(s) of conflict present in a
literary plot (i.e., person vs. person, person vs. self,
person vs. environment, person vs. technology).

56 In the poem, students are in conflict with

F the need for technology.
G their boredom.
H the forces of nature.
J their teachers.
TNR20720

Reporting Category: 7 Literature

Performance Indicator: 0601.8.6 Identify the stated or implied theme of a
literary text.

57 What is the implied theme of this poem?

A People should work together to complete difficult tasks.
B Effort is required to maintain focus and determination.
C A prepared person can overcome any challenge.
D Nature can disrupt planned events and activities.
TNR20721

Grade 6 Reading / Language Arts | Page 47

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.7 Analyze figurative language (i.e.,
hyperbole, similes, metaphors, personification)
within context.

58 Read Lines 34 through 39.

But the rain, with a mind of its own,

Beats against our wooden windows.
And pit-a-pat we hear it say:
“I have a rain forest to fill
And grass to keep green!
I will rain till I’m through.

In these lines, the author uses personification to indicate that the

F rain is more powerful than anything experienced before.

G windows of the school are similar to the rain.
H rain has desires and feelings of its own.
J sound of the rain creates its own melody.
TNR20722

Grade 6 Reading / Language Arts | Page 48

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.8 Identify examples of sound devices
(i.e., accent, alliteration, onomatopoeia, rhyme,
and repetition).

59 Read Lines 19 and 20.

On wooden desks students rest their heads.

On wooden tables teachers rest their heads.

These lines show an example of which sound device?

A accent
B repetition
C rhyme
D onomatopoeia
TNR00016

Reporting Category: 7 Literature

Performance Indicator: 0601.8.10 Determine the author’s purpose
for writing.

60 The author wrote this poem most likely to

F share a pleasant memory.
G explain what schools are like.
H express the importance of education.
J inform about a different kind of school.
TNR20723

Grade 6 Reading / Language Arts | Page 49

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Directions Read the story. Then answer Numbers 61 through 69.

Rupert
The Cupboard by Georgia A. Greeley

1 Rupert Jackson Wilkey stood next to his tall, silent grandmother and watched his parents drive off,
leaving him behind. The old station wagon disappeared down the dark gravel road. The road vanished
into a mass of trees, mostly pines.
2 Those pine trees, with their pointy tops, looked like huge green teeth poking into the blue sky. Rupert
felt as if the city home he loved had been swallowed up by the toothy trees standing prickly and tall all
about him. Everything felt big and strange.
3 Rupert looked up at his grandmother. She looked down at him. Her skin was the color of pecan shells,
just a little lighter than his own. Her hair was black and white, as if it couldn’t decide which color it wanted
to be. Curls hugged her head like a tightly knit winter hat.
4 “You don’t talk much, Nanna,” Rupert said.
5 “You don’t visit much, Rupert,” his grandmother replied.
6 They stood staring at each other. No one else called him anything but Jackson, even though Rupert was
his real first name.
7 “Come with me, Rupert,” said Nanna. She started walking without looking back.
8 Rupert followed her to a large shed behind her home. The shed had a roof that extended past the end
of the building to keep the firewood dry.
9 Rupert remembered his last visit to Nanna’s. He had sat with his sister under that roof on a pile of
stacked wood. Together they had watched as rain and hail beat up the ground, turning the whole yard into
a puzzle of tiny puddles.
10 But now Sissy needed an operation, and Rupert had to stay here alone for a few days.
11 “You coming?” Nanna’s voice sounded muffled. Her words were coming from inside the shed.
12 Rupert went inside. The shed was filled with all sorts of odds and ends. He could see his grandmother
in the far corner. Rupert walked over and stood next to her. She pointed to a small wooden cupboard with
“Rupert” painted on it in bright-green letters.

Grade 6 Reading / Language Arts | Page 50

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

13 “Yours,” she said.
14 Rupert knelt down and opened the two drawers. Empty. He opened the two doors and saw two empty
shelves. The whole cupboard was empty. He looked up at Nanna, not understanding.
15 “It’s yours to fill,” she said. “The cupboard stays here, but it belongs to you. No one else. Come
along, now.”
16 Rupert closed the cupboard doors and followed Nanna, wondering what would happen next. She took
him down a path that meandered through the woods. The path led to a clearing by a small pond. His
grandmother kind of folded up her tallness and sat on a log. She looked at Rupert.
17 “Look and listen” was all she said.
18 Then she closed her eyes and smiled. Her smile reminded Rupert of his mother.
19 Rupert walked around slowly, looking and listening. A whiff of something sweet tickled his nose, and
he started sniffing, too. He walked up to a pine tree just his height and stuck his face into its branches. He
sniffed. It smelled like the bathroom cleanser his mom used, but fresher.
20 Rupert started picking up pinecones and putting them in his pockets. He found five oddly shaped
rocks. His pockets became heavy. Near the pond’s edge, Rupert saw tiny V shapes in the wet sand and
wondered about them. He found a bright blue feather and took it over to Nanna. She opened her eyes.
21 “Blue Jay,” she said.
22 He held out a pinecone.
23 “Jack pine.”
24 He pulled a different pinecone out of his pocket.
25 “White pine.”
26 Nanna looked at his bulging pockets. “Rupert, maybe it’s time to start filling your cupboard?”
27 Rupert felt his face stretch into a smile. He twirled around, looking at the big, wild world he could
explore. The pine trees no longer looked like dark-green teeth. Nanna no longer seemed strange and silent.
28 “I may be so predisposed,” Rupert answered, carefully pronouncing the familiar phrase.
29 Nanna laughed out loud. “How did that eight-year-old brain of yours find its way around a big word
like ‘predisposed’?”
30 “It’s my dad’s favorite word,” Rupert replied.
31 “Mmmm” was all Nanna said.
32 The two of them began walking back toward the shed.
33 “Why do you call me Rupert, Nanna?”
34 “It’s your name. It was my husband’s name. I like the way it feels on my tongue.”
35 “Mmmm,” Rupert said, shyly imitating his grandmother’s hum.

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Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

36 Nanna looked down at him and smiled. Her smile again reminded Rupert of his mother. Without
thinking, he reached up and took Nanna’s hand as they walked. Rupert’s hand felt small and safe inside his
grandmother’s.
37 “I expect,” Rupert said, “you might be predisposed to like someone who has the same name as your
husband?”
38 “I expect,” Nanna said.
39 “Nanna, I might need more than one visit to fill my cupboard.”
40 “I expect,” Nanna said again.

“The Cupboard” by Georgia A. Greeley, from Highlights for Children, Oct. 2007, copyright © 2007 by Highlights for Children, Inc. Columbus, Ohio.
Used by permission.
TNR0P062

Reporting Category: 2 Vocabulary

Performance Indicator: 0601.1.16 Use context clues and prior knowledge
of roots and affixes to determine the meaning of
unfamiliar words.

61 Read this sentence from Paragraph 37.

“I expect,” Rupert said, “you might be predisposed to like someone who has the
same name as your husband?”

The word predisposed means to

A get rid of something in advance.

B describe in advance what will happen.
C make a decision in advance.
D occur in advance of a particular event.
TNR20982

Grade 6 Reading / Language Arts | Page 52

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Vocabulary
Performance Indicator: 0601.1.17 Use dictionaries, thesauruses, electronic
sources, and glossaries as aids in determining the
meaning of unfamiliar words.

62 Read the dictionary entry for meander.

me · an · der (noun) 1. a winding path or course 2. a turn in a stream

(intransitive verb) 3. to follow a winding path or course 4. to wander slowly

Now read this sentence from Paragraph 16.

She took him down a path that meandered through the woods.

What is the meaning of meandered as it is used in the sentence above?

F a winding path or course

G a turn in a stream
H to follow a winding path or course
J to wander slowly
TNR20983

Reporting Category: 5 Logic

Performance Indicator: 0601.5.1 Predict future events of a given text.

63 The reader can predict that Rupert and Nanna will

A continue to struggle with their relationship.
B quickly grow apart.
C gain a better understanding of each other.
D spend more time indoors.
TNR20984

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Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Logic
Performance Indicator: 0601.5.3 Identify stated or implied cause-effect
relationships.

64 Read Paragraphs 26 and 27.

Nanna looked at his bulging pockets. “Rupert, maybe it’s time to start filling
your cupboard?”
Rupert felt his face stretch into a smile. He twirled around, looking at the big,
wild world he could explore. The pine trees no longer looked like dark-green teeth.
Nanna no longer seemed strange and silent.

Why does Rupert smile at this point in the story?

F He wants Nanna to feel better.

G He realizes things will be fine.
H He knows Nanna is teasing him.
J He knows it is time to go home.
TNR00005

Reporting Category: 5 Logic

Performance Indicator: 0601.5.7 Make inferences and draw conclusions
based on evidence in text.

65 How does Rupert most likely feel as he begins his walk with his grandmother?
A curious
B delighted
C relaxed
D concerned
TNR00002

Grade 6 Reading / Language Arts | Page 54

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.1 Distinguish among various literary genres
(e.g., fiction, drama, nonfiction, poetry).

66 “The Cupboard” can best be described as

F historical fiction.
G a drama.
H a biography.
J realistic fiction.
TNR20985

Reporting Category: 7 Literature

Performance Indicator: 0601.8.2 Identify the setting and conflict of a
passage.

67 How does the setting emphasize Rupert’s internal conflict in the story?
A It is the reason he is at his grandmother’s house.
B It makes him feel alone and isolated.
C It provides a new and unique experience for him.
D It brings out his grandmother’s true character.
TNR20986

Grade 6 Reading / Language Arts | Page 55

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.3 Determine the main ideas of plots, their
causes, how they influence future actions, and how
they are resolved.

68 How do pinecones, rocks, and feathers affect Rupert’s attitude?

F They help him appreciate the area around Nanna’s house.
G They make him homesick for the city where he lives.
H They interest him and make him want to read about each object.
J They fill his pockets and make him want to hurry inside to store them.
TNR20987

Reporting Category: 7 Literature

Performance Indicator: 0601.8.7 Analyze figurative language (i.e.,
hyperbole, similes, metaphors, personification)
within context.

69 Read this sentence from Paragraph 2.

Those pine trees, with their pointy tops, looked like huge green teeth poking into
the blue sky.

The author uses the simile in this sentence to

A make the trees seem taller than they are.

B emphasize Rupert’s scared feelings.
C make the trees seem as if they are real.
D compare Rupert’s home to Nanna’s home.
TNR20988

Grade 6 Reading / Language Arts | Page 56

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Directions Read and answer Numbers 70 through 87.

Reporting Category: 1 Language

Performance Indicator: 0601.1.5 Identify the correct use of conjunctions (i.e.,
coordinating and subordinating) and interjections
within context.

70 Which sentence correctly uses a subordinate conjunction?

F Even though her room was such a mess, Carmen’s mother told her she couldn’t visit her friend
until it was clean.
G Craig looked on top of his bookshelf, whereas his pet hamster likes to hide when it has escaped
its cage.
H Even if I baby-sit every Saturday for the next month, I still won’t have enough money to buy the
new video game.
J Louisa will do her homework while her brother has finished practicing his trumpet for his
upcoming concert.
TNR00038

Grade 6 Reading / Language Arts | Page 57

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.6 Choose the correct use of quotation marks,
commas (i.e., in direct quotations, with explanatory
material within the quote, proper use with end
marks) and colons (i.e., in business letters, preceding
a list of items).

71 Which of these uses a colon correctly?

A I put the following in my bag: a sandwich, a cookie, and an apple.
B Cassidy won: a second-place trophy at the race on Saturday.
C Teachers usually bring home: lesson plans and textbooks.
D David’s coach: said we will practice next Thursday.
TNR00028

Reporting Category: 1 Language

Performance Indicator: 0601.1.8 Select the most appropriate method
to correct a run-on sentence (i.e., conjunctions,
semicolons, and periods to join or separate
elements).

72 Read this sentence.

I could not open my locker my sweater was caught in the hinge.

What is the correct way to revise this run-on sentence?

F I could not open my locker because my sweater was caught in the hinge.
G I could not open my locker though my sweater was caught in the hinge.
H I could not open my locker, so my sweater was caught in the hinge.
J I could not open my locker, my sweater was caught in the hinge.
TNR00010

Grade 6 Reading / Language Arts | Page 58

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Language
Performance Indicator: 0601.1.13 Choose the appropriate interjection to
complete a sentence.

73 Read the sentence below.

“________, now I understand this math problem,” Clara said, nodding her head at
her teacher.

Which word best completes the sentence?

A Ah
B Wow
C Oops
D Ouch
TNR20939

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.2.4 Select the most appropriate behaviors for
participating productively in a team (e.g., contribute
appropriate and useful information and ideas,
understand the purpose for working as a team,
understand the responsibilities of various roles
within the team).

74 A sixth grade student was asked to complete a science project with a partner. What is the best way
for the students to proceed?

F The student with less homework should do the work.

G The student who is better at science should do the work.
H The pair should have equal tasks in completing the work.
J The pair should play a game to determine who does the work.
TNR00030

Grade 6 Reading / Language Arts | Page 59

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.2.4 Select the most appropriate behaviors for
participating productively in a team (e.g., contribute
appropriate and useful information and ideas,
understand the purpose for working as a team,
understand the responsibilities of various roles
within the team).

75 A group of students is assigned to complete a project. What does the group need to do first to make
the project successful?

A contribute useful ideas about the assignment

B understand the goal of the assignment
C compare the results of the team to those of other teams
D understand the roles that each team member will have
TNR20940

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.2.5 Identify the functions and responsibilities
of individual roles within an organized group (i.e.,
reporter, recorder, information gatherer, leader,
timekeeper).

76 Which member in a group is responsible for making sure that enough attention is given to all the
parts of a project in order to meet the due date?

F information gatherer
G recorder
H reporter
J leader
TNR20941

Grade 6 Reading / Language Arts | Page 60

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.2.6 Determine the most effective methods for
engaging an audience during an oral presentation
(e.g., making eye contact, adjusting speaking rate).

77 If you are giving a speech and the audience does not appear to be listening, which of these should
you do?

A Change your topic.

B Speak loudly and clearly.
C Read from your note cards.
D Sit down and try again later.
TNR00039

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.2.7 Organize ideas in the most effective order
for an oral presentation.

78 Serena is giving a presentation to the school board. Read her outline.

1. description of the existing bus routes

2. list of necessary changes to the current bus routes
3. list of problems caused by the use of current bus routes
4. description of how changes to the existing bus routes will benefit students

Which would be the best order for Serena to use for her presentation?

F 4, 2, 1, 3
G 1, 3, 2, 4
H 2, 3, 1, 4
J 3, 4, 1, 2
TNR20942

Grade 6 Reading / Language Arts | Page 61

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Writing and Research
Performance Indicator: 0601.3.12 Select the most appropriate format for
writing a specific work-related text (i.e., instructions,
directions, letters, memos, e-mails, reports).

79 Mia wants to present a suggestion to her supervisor at work for the purchase of a new
copy machine. Which format would be the most appropriate for her to use?

A a set of directions for using the new device

B a memo sent out to the entire department at her work
C an oral discussion after work one afternoon
D an e-mail with a Web site link to the new product
TNR20943

Reporting Category: 5 Logic

Performance Indicator: 0601.5.4 Identify examples of persuasive devices
(i.e., bandwagon, loaded terms, testimonial, name-
calling).

80 If a cable television service uses a claim from a satisfied customer in its advertisements, which type
of persuasive device is it using?

F bandwagon
G loaded terms
H name-calling
J testimonial
TNR20944

Grade 6 Reading / Language Arts | Page 62

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 6 Informational Text
Performance Indicator: 0601.6.8 Choose the correct order of a set of
instructions.

81 Read these instructions on how to make a snow scene in a jar.

Instructions

1. Use the hot glue gun to glue the lid

onto the jar.
2. Put some glitter into the jar.
3. Fill the jar with water and add food
coloring if desired.
4. With an adult’s help, use a hot glue gun
to glue the rocks and plastic animal to
the inside of the jar lid and let dry.
5. Get a clean baby-food jar with a lid,
some small rocks, and a small plastic
animal.
6. Shake the jar to make it snow!

What is the correct order for this project?

A 5, 4, 3, 2, 1, 6
B 2, 4, 1, 3, 5, 6
C 5, 2, 4, 3, 1, 6
D 4, 1, 2, 3, 5, 6
TNR20945

Grade 6 Reading / Language Arts | Page 63

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.7.1 Select the medium that best reinforces a
viewpoint or enhances a presentation.

82 Melissa is giving a presentation to persuade students that CPR (cardiopulmonary resuscitation) is

an important skill to know. Which of these would best reinforce her viewpoint?

F an original photograph of the person who invented CPR

G a diagram explaining the parts of the emergency room
H an illustration of the heart and the circulatory system
J a chart showing the number of lives saved by CPR
TNR00027

Reporting Category: 4 Communication and Media

Performance Indicator: 0601.7.3 Identify the purpose of a medium (i.e., to
inform, to persuade, to entertain, to describe).

83 Most 20-second television commercials for food products are designed to

A describe.
B entertain.
C inform.
D persuade.
TNR20946

Grade 6 Reading / Language Arts | Page 64

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.7.4 Draw an inference from a non-print
medium.

84 Look at the photo.

From this photo, a viewer can conclude that the children

F enjoy traveling to different cities to dance.

G have never done this dance before.
H are in the United States.
J are performing at a festival.
TNR20947

Grade 6 Reading / Language Arts | Page 65

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.7.5 Choose the statement that best
summarizes/communicates the message presented
by a medium.

85 Look at the photo.

A farmers’ market plans to use this photo in an advertisement. What message are the farmers
most likely trying to communicate with this photo?

A Their prices are comparable to supermarket prices.

B They offer a variety of fresh produce.
C They handpick all of the vegetables.
D Their produce is grown on land nearby.
TNR20948

Grade 6 Reading / Language Arts | Page 66

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Communication and Media
Performance Indicator: 0601.7.6 Identify the type of conflict (i.e., person
vs. person, person vs. self, person vs. environment,
person vs. technology) represented in a non-print
medium.

86 Look at the picture below.

Identify the type of conflict represented in the picture.

F person vs. environment

G person vs. person
H person vs. technology
J person vs. self
TNR21623

Grade 6 Reading / Language Arts | Page 67

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 7 Literature
Performance Indicator: 0601.8.9 Identify patterns of rhyme and rhythm.

87 Read the poem “If You Think You Are Beaten” by Walter D. Wintle.

If you think you are beaten, you are.

If you think you dare not, you don’t.
If you’d like to win but think you can’t,
It’s almost certain you won’t.
Life’s battles don’t always go
To the stronger or faster man,
But sooner or later, the man who wins
Is the man who thinks he can.

What is the rhyme pattern of this poem?

A aabb
B abcb
C abab
D abba
TNR21572

Grade 6 Reading / Language Arts | Page 68

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Mathematics
Reporting Category: 1 Mathematical Processes
Performance Indicator: 0606.1.1 Make conjectures and predictions based
on data.

1 The ages of people at a baseball game are shown in the graph.

15 Years Old
Ages or Younger
13%

Over 60 16 to 30
Years Old Years Old
18% 10%

46 to 60 31 to 45
Years Old Years Old
37% 22%

About 10,000 people are at the baseball game. Based on the information in the graph, what is
the closest prediction of the number of people at the baseball game who are 30 years old or
younger?

A 1,000

B 1,300

C 2,300

D 3,200
TNM20477

Grade 6 Mathematics | Page 69

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Mathematical Processes
Performance Indicator: 0606.1.2 Judge the reasonableness of the results of
rational number estimates and/or computations.

2 Jordan placed 846 photographs into 12 photo albums. She put about the same number of
photographs in each album. Which is the best estimate of the number of photographs Jordan
put in each album?

F 40

G 45

H 55

J 70
TNM21211

Reporting Category: 1 Mathematical Processes

Performance Indicator: 0606.1.3 Use concrete, pictorial, and symbolic
representation for integers.

3 The temperature at 3:00 P.M. was 65° Fahrenheit. By 9:00 P.M., the temperature had decreased
by 27 degrees. Which integer best represents the temperature change, in degrees Fahrenheit,
from 3:00 P.M. to 9:00 P.M.?

A − 38

B − 27

C 27
D 38
TNM21272

Grade 6 Mathematics | Page 70

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Mathematical Processes
Performance Indicator: 0606.1.4 Select the representation that models
one of the arithmetic properties (commutative,
associative, or distributive).

4 Which equation below represents the commutative property?

F 3 + (4 + 6) = 3 + (6 + 2 + 2)

G 3 i 4 i 6=3 i 6 i 4

H 3 + (4 + 6) = (3 + 4) + 6

J 3(4 + 6) = 3 i 4 + 3 i 6

TNM20427

Grade 6 Mathematics | Page 71

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Mathematical Processes
Performance Indicator: 0606.1.5 Model algebraic expressions using algebra
tiles.

5 Look at the key below.

Key

=1

=x

Which model below represents 2 x + 3 ?

A C

B D

TNM20447

Grade 6 Mathematics | Page 72

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.1 Solve problems involving the multiplication
and division of fractions.

1
6 Roberto is making cookies using a recipe. He will use of every measurement listed in the
2
3
recipe. If the recipe requires cup of water, how much water should Roberto use?
4

3
F cups
2
2
G cup
3
1
H cup
2
3
J cup
8
TNM20281

Grade 6 Mathematics | Page 73

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.2 Solve problems involving the addition,
subtraction, multiplication, and division of mixed
numbers.

3
7 A recipe for 1 cake requires 1 cups of water. How many cups of water are required to make
4
5 cakes using this recipe?

3
A 8 cups
4
3
B 6 cups
4
3
C 5 cups
4
1
D 3 cups
4
TNM20630

Reporting Category: 2 Number and Operations

Performance Indicator: 0606.2.3 Solve problems involving the addition,
subtraction, multiplication, and division of decimals.

8 Danielle had $33.58. She spent $19.99 of this money on art supplies. How much money should
Danielle have left?

F $53.57

G $26.41

H $14.58

J $13.59
TNM20635

Grade 6 Mathematics | Page 74

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.4 Solve multi-step arithmetic problems using
fractions, mixed numbers, and decimals.

1
9 Coretta made 7 pies for a family reunion. During the reunion, 3of the pies were eaten.
4
1
Coretta took 1 pies to work for her friends. How many pies were left?
2

1
A 2
4
2
B 2
3
3
C 4
4
1
D 5
2
TNM20640

Reporting Category: 2 Number and Operations

Performance Indicator: 0606.2.4 Solve multi-step arithmetic problems using
fractions, mixed numbers, and decimals.

10 Ivan had $28.50 saved for gardening supplies. He spent $13.75 for plants and $6.99 for plant
food. He wants to spend $15.99 on flower bulbs. Based on the amount he has left, how much
more money will he need?

F $7.76

G $8.23

H $20.74

J $23.75
TNM20641

Grade 6 Mathematics | Page 75

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.5 Transform numbers from one form to
another (fractions, decimals, percents, and mixed
numbers).

11 Mr. Kincaid has a piece of pipe that is 3.08 meters long. Which length is equivalent to
3.08 meters?

2
A 3 meters
25
4
B 3 meters
25
1
C 3 meters
5
4
D 3 meters
5
TNM20433

Reporting Category: 2 Number and Operations

Performance Indicator: 0606.2.6 Solve problems involving ratios, rates and
percents.

12 Joey solves math problems at a rate of about 3 problems every 7 minutes. He continues to work
at the same rate. How many minutes should Joey take to solve 45 math problems?

F 15 minutes

G 21 minutes

H 105 minutes

J 135 minutes
TNM21213

Grade 6 Mathematics | Page 76

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.6 Solve problems involving ratios, rates and
percents.

13 The area of the floor in Rogelio’s family room is 400 square feet. A rug covers 80 square feet of
the floor. What percent of the family room floor is covered by the rug?

A 5%

B 20%

C 50%

D 80%

TNM21215

Reporting Category: 2 Number and Operations

Performance Indicator: 0606.2.7 Locate positive rational numbers on
the number line.

14 Which number line shows Point R located closest to 2.85?

R
F
2.50 3.00

R
G
2.50 3.00

R
H
2.50 3.00

R
J
2.50 3.00
TNM20439

Grade 6 Mathematics | Page 77

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Number and Operations
Performance Indicator: 0606.2.8 Locate integers on the number line.

15 Mollie discovered a fossil at 24 feet below sea level. Which number line best shows
Point M at −24?

M
A
–30 –20 –10 0 10 20 30

M
B
–30 –20 –10 0 10 20 30

M
C

–30 –20 –10 0 10 20 30

M
D
–30 –20 –10 0 10 20 30
TNM20443

Grade 6 Mathematics | Page 78

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.1 Represent on a number line the solution of
a linear inequality.

16 Which number line shows the solution for x + 2 > 5?

F
0 1 2 3 4 5

G
0 1 2 3 4 5

H 0 1 2 3 4 5

J
0 1 2 3 4 5

TNM10262

Reporting Category: 3 Algebra

Performance Indicator: 0606.3.2 Use order of operations and parentheses to
simplify expressions and solve problems.

17 What is the simplest form of the expression below?

( 32 + 12) + ( 42 × 22 )

A 85

B 82

C 50

D 41
TNM20455

Grade 6 Mathematics | Page 79

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.3 Write equations that correspond to given
situations or represent a given mathematical
relationship.

18 The list below shows the items Seth bought at a grocery store.

• 1 gallon of milk for $3.88

• 1 loaf of bread for $1.99
• 1 dozen eggs for $1.59

He paid for these items with a $10 bill. Which equation could be used to find c, the total
amount of change, in dollars, Seth should receive?

F c = 10 − (3.88 × 1.99 × 1.59)

G c = 10 + (3.88 + 1.99 + 1.59)

H c = 10 + (3.88 − 1.99 − 1.59)

J c = 10 − (3.88 + 1.99 + 1.59)

TNM20466

Reporting Category: 3 Algebra

Performance Indicator: 0606.3.4 Rewrite expressions to represent quantities
in different ways.

19 Which expression is equivalent to 7( 6 y + 4) ?

A (7 i 6) y + 4
B 7 y (6 + 4)

C (7 i 6) y + (7 i 4)
D (7 i 6) y + (7 i 4) y
TNM20473

Grade 6 Mathematics | Page 80

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.5 Translate between verbal expressions/
sentences and algebraic expressions/equations.

20 Look at the expression below.

4n
−7
5

Which of these has the same meaning as this expression?

F seven less than the sum of four times a number n and five

G the difference between seven and five less than four times a number n

H seven less than the quotient when four times a number n is divided by five

J the difference between seven and the quotient when five is divided by four times a number n
TNM20542

Reporting Category: 3 Algebra

Performance Indicator: 0606.3.6 Solve two-step linear equations using
number sense, properties, and inverse operations.

21 Look at the equation below.

2 x − 1= 5

What value of x makes the equation true?

A 2

B 3

C 8

D 12
TNM20543

Grade 6 Mathematics | Page 81

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.7 Use algebraic expressions and properties to
analyze numeric and geometric patterns.

22 The first six terms of a number pattern are shown below.

2, 5, 14, 41, 122, 365, . . .

Which expression can be used to find the value of any number in this pattern when n
represents the previous number in the pattern?

F n+3

G n−3

H 3n − 1

J 2n + 1

TNM20556

Grade 6 Mathematics | Page 82

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.7 Use algebraic expressions and properties to
analyze numeric and geometric patterns.

23 The table below shows values for x and y.

x y
6 12
8 16
10 20
12 24
14 28

Which expression can be used to find y in terms of x?

A 3x − 6

B x+4

1
C x
2

D 2x

TNM20557

Grade 6 Mathematics | Page 83

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.8 Select the qualitative graph that models a
contextual situation (e.g., water filling then draining
from a bathtub).

24 Vance played a game using a spinner like the one shown below.

Which graph best represents the speed of the arrow from the moment Vance spun
the arrow until the arrow stopped?
Spinner Arrow
Spinner Arrow

Speed of
Speed of

F H

Time Time
Spinner Arrow
Spinner Arrow

Speed of
Speed of

G J

Time Time

TNM20563

Grade 6 Mathematics | Page 84

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Algebra
Performance Indicator: 0606.3.9 Graph ordered pairs of integers in all four
quadrants of the Cartesian coordinate system.

25 Which point is located at ( −5, 4) on the grid below?

9
8
7
6
5 Y
4
Z 3
2
1
x
–9 –8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8 9
–1
–2
–3
X
–4
–5
–6 W
–7
–8
–9

A Point W

B Point X

C Point Y

D Point Z

TNM20568

Grade 6 Mathematics | Page 85

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.1 Identify, define or describe geometric
shapes given a visual representation or a written
description of its properties.

26 Which characteristic best describes a triangular prism?

F exactly 5 faces

G exactly 6 faces

H exactly 6 edges

J exactly 12 edges
TNM20770

Grade 6 Mathematics | Page 86

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.2 Find a missing angle measure in problems
involving interior/exterior angles and/or their sums.

27 What is the measure of the missing exterior angle for the figure shown below?

100º

75º

?
85º

A 80°

B 100°

C 160°

D 260°

TNM20518

Grade 6 Mathematics | Page 87

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.3 Solve problems using the Triangle
Inequality Theorem.

28 The first side of a triangle is 4 centimeters (cm) long, and the second side is 8 centimeters (cm)
long. Which of these could be the measure of the third side of this triangle?

F 14 cm

G 12 cm

H 10 cm

J 4 cm
TNM20653

Reporting Category: 4 Geometry and Measurement

Performance Indicator: 0606.4.4 Calculate with circumferences and areas
of circles.

29 A circle has a diameter of 30 centimeters (cm). Which measurement is closest to the area of
the circle?

A = πr2
π ≈ 3.14

A 47.1 cm2

B 188.4 cm2

C 706.5 cm2

D 2, 826 cm2
TNM20661

Grade 6 Mathematics | Page 88

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.5 Determine the surface area and volume of
prisms, pyramids and cylinders.

30 The picture below shows the dimensions of a display cabinet shaped like a triangular prism.

10 inches 6 inches

8 inches

12 inches

Surface Area = sum of the area of the faces

Area of Rectangle = lw

1
Area of Triangle = bh
2

What is the surface area of the display cabinet?

F 156 square inches

G 216 square inches

H 312 square inches

J 336 square inches

TNM20525

Grade 6 Mathematics | Page 89

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.5 Determine the surface area and volume of
prisms, pyramids and cylinders.

31 The picture below shows a cylinder-shaped basket with a radius of 3 inches and a height of
7 inches.

3 inches

7 inches

Volume = πr 2h

π ≈ 3.14

Which is closest to the volume of the basket?

A 197.82 cubic inches

B 131.88 cubic inches

C 65.94 cubic inches

D 28.26 cubic inches
TNM20528

Grade 6 Mathematics | Page 90

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 Geometry and Measurement
Performance Indicator: 0606.4.6 Given the volume of a cone/pyramid,
find the volume of the related cylinder/prism or
vice versa.

32 A cone and a cylinder are shown below.

V = 330 cm3 V=?

1
V (cone) = Bh V (cylinder) = Bh
3
B = area of the base B = area of the base
of the figure of the figure

The cone and cylinder have equal heights and bases of equal area. What is the volume of
the cylinder, in cubic centimeters?

F 110 cubic centimeters

G 165 cubic centimeters

H 330 cubic centimeters

J 990 cubic centimeters

TNM20534

Grade 6 Mathematics | Page 91

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Data Analysis, Statistics and Probability
Performance Indicator: 0606.5.1 Determine the theoretical probability of
simple and compound events in familiar contexts.

33 A teacher placed these tokens into a bag.

The teacher will reach into the bag and pull out one token without looking. What is the
probability that the token the teacher picks will be gray?

1
A
5
1
B
4
1
C
3
4
D
5
TNM20483

Grade 6 Mathematics | Page 92

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 5 Data Analysis, Statistics and Probability
Performance Indicator: 0606.5.2 Identify features of graphs that may
be misleading.

34 The lengths of 4 cars are displayed on the graph.

Car Lengths

Car V

Car X
Car

Car Y

Car Z

175 180 185 190 195 200 205 210

Length (in inches)

Which feature of the graph may be misleading?

F The scale does not start at zero.

G The values on the horizontal axis increase by 5.

H The bars are horizontal instead of vertical.

J The bars are not in order from longest to shortest.

TNM20496

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Reporting Category: 5 Data Analysis, Statistics and Probability
Performance Indicator: 0606.5.3 Determine whether or not a sample
is biased.

35 A town mayor wants to know if the residents of a town are in favor of building a new football
stadium. On Saturday, he randomly surveyed 50 male residents of the town to see if they were
in favor of the new stadium. Which sentence best explains why this sample may be biased?

A The sample was taken on only one day.

B The sample included only males in the survey.

C The sample included residents of only one town.

D The sample did not include all the males in the town.
TNM20502

Grade 6 Mathematics | Page 94

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Science
Reporting Category: INQUIRY AND TECHNOLOGY & ENGINEERING
Performance Indicator: 0607.INQ.4 Draw a conclusion that establishes a
cause and effect relationship supported by evidence.

1 Thermometers were placed inside different-colored socks made of the same material and placed
on a sunny sidewalk. After 30 minutes, the temperatures were collected and recorded in the table
below.

Sock Temperature Data

Sock Color Temperature (ºC)
Black 39
Dark Green 37
Grey 33
White 32

Which conclusion best explains the difference in the temperatures?

A The thermometers absorbed energy from the sidewalk.

B The dark-colored socks absorbed more solar energy.
C The solar energy did not reach the white sock.
D The dark-colored socks refracted the sunlight.
TNS21197

Grade 6 Science | Page 95

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: INQUIRY AND TECHNOLOGY & ENGINEERING
Performance Indicator: 0607.INQ.5 Identify a faulty interpretation of data
that is due to bias or experimental error.

2 From the same type of aluminum, several pieces have been hand cut to the same size. The data
collected for the samples are shown below.

Aluminum Sample Data

Sample Mass (g)

1 11.25

2 10.85

3 12.75

4 11.00

The mass of which sample was most likely recorded incorrectly?

F Sample 1
G Sample 2
H Sample 3
J Sample 4
TNS20973

Grade 6 Science | Page 96

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: INQUIRY AND TECHNOLOGY & ENGINEERING
Performance Indicator: 0607.TE.2 Evaluate a protocol to determine if the
engineering design process was successfully applied.

3 A bridge that crosses a small river was damaged by a flood. After engineers repair the bridge, which
engineering procedure should be performed next?

A test the strength of the bridge

B build a small-scale model of the bridge
C identify how fast the water in the river travels
D measure the width of the river
TNS10757

Reporting Category: INQUIRY AND TECHNOLOGY & ENGINEERING

Performance Indicator: 0607.TE.3 Distinguish between the intended
benefits and the unintended consequences of a new
technology.

4 New fluorescent bulbs use less electrical energy and last longer than traditional incandescent bulbs.
What is a benefit of this technological advance?

F The bulbs will never need to be replaced.

G There will be more solar energy available.
H Fewer bulbs will be disposed of in landfills.
J Homes will need fewer light sources.
TNS21200

Grade 6 Science | Page 97

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: LIFE SCIENCE: Interdependence
Performance Indicator: 0607.2.1 Classify organisms as producers, consumers,
scavengers, or decomposers according to their role
in a food chain or food web.

5 A grassland food web is shown below.

Grassland Food Web

Owl

Bird

Snake

Spider

Toad
Insect

Grass

Which organism in this food web is a producer?

A Snake
B Toad
C Grass
D Spider
TNS20976

Grade 6 Science | Page 98

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: LIFE SCIENCE: Interdependence
Performance Indicator: 0607.2.2 Interpret how materials and energy are
transferred through an ecosystem.

6 Which process begins the transfer of materials and energy throughout a forest ecosystem?

F photosynthesis
G metamorphosis
H growth
J reproduction
TNS21248

Reporting Category: LIFE SCIENCE: Interdependence

Performance Indicator: 0607.2.3 Identify the biotic and abiotic elements of
the major biomes.

7 A grassland biome contains many abiotic and biotic factors. What is an example of a biotic factor
of this biome?

A water
B plants
C air
D clouds
TNS21206

Grade 6 Science | Page 99

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: LIFE SCIENCE: Interdependence
Performance Indicator: 0607.2.4 Identify the environmental conditions and
interdependencies among organisms found in the
major biomes.

8 Plants in the tundra biome grow close to the ground and have shallow root systems. Which
statement best explains why these plants have shallow root systems?

F The plants are eaten before they are mature.

G The plants can be easily transplanted.
H The ground is frozen much of the year.
J The seeds must be spread quickly.
TNS20978

Grade 6 Science | Page 100

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.1 Use data to draw conclusions about the
major components of the universe.

9 The data table describes the movements of components in the universe.

Components of the Universe

Component Movement
W Orbits around planets
X Revolves around the sun
Rotates through space
Y
around their centers
Revolves around the sun
Z in the same direction as
planets

Which component is best described by letter W?

A asteroids
B galaxies
C moons
D suns
TNS20990

Grade 6 Science | Page 101

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.2 Explain how the relative distance of objects
from the earth affects how they appear.

10 During a solar eclipse, the sun and the moon appear to have exactly the same diameter. Which best
explains this phenomena?

F The sun has a greater gravitational attraction than the moon because it is larger.
G The moon is larger than the sun but appears to be the same size because it is slightly closer
to Earth.
H The moon is smaller than the sun but appears to be the same size because it is much closer
to Earth.
J The sun travels closer to Earth than the moon because of its elliptical orbit.
TNS21288

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe

Performance Indicator: 0607.6.3 Distinguish among a day, lunar cycle, and
year based on the movements of the earth, sun, and
moon.

11 Which most likely occurs in a 24-hour period?

A The moon rotates once on its axis.
B Earth rotates once on its axis.
C The moon rotates once around Earth.
D Earth rotates once around the sun.
TNS21290

Grade 6 Science | Page 102

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.4 Explain the different phases of the moon
using a model of the earth, moon, and sun.

12 Which diagram best shows the arrangement of the Earth, sun, and moon during a new moon?

F H

G J

TNS20660

Grade 6 Science | Page 103

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.5 Predict the types of tides that occur when
the earth and moon occupy various positions.

13 The diagram shows the sun, Earth, and four different locations of the moon.

Sun 1 Earth X

3
2

At which position would the moon be located for there to be the highest high tides at location X
on Earth?

A 1
B 2
C 3
D 4
TNS21115

Grade 6 Science | Page 104

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.6 Use a diagram that shows the positions of
the earth and sun to explain the four seasons.

14 A diagram of Earth revolving around the sun is shown below.

1
N

N N
2 Sun 4
S S

S
3

Winter is occurring in the Northern Hemisphere when Earth is at which position?

F 1
G 2
H 3
J 4
TNS21212

Grade 6 Science | Page 105

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 1: The Universe
Performance Indicator: 0607.6.7 Explain the difference between a solar and
a lunar eclipse.

15 The diagram shows the locations of the sun, Earth, and the moon.

Sun Earth

Moon

Which of these is possible only when the sun, Earth, and the moon are aligned as shown?

A a solar eclipse
B a third-quarter moon
C a lunar eclipse
D a first-quarter moon
TNS21295

Grade 6 Science | Page 106

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere
Performance Indicator: 0607.8.1 Analyze data to identify events associated
with heat convection in the atmosphere.

16 The diagram represents air circulating over coastal land and the ocean.

Land Ocean

What most likely causes the air rising from the land to be warm?

F heat from electricity

G heat from the sun
H heat from hot springs
J heat from decomposition
TNS21119

Grade 6 Science | Page 107

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere
Performance Indicator: 0607.INQ.3 Interpret and translate data into a table,
graph, or diagram.

17 The data table below lists the amount of rainfall measured during a six-month period at a
particular location.

Rainfall Data

Month April May June July August September

Rainfall (cm) 7.5 9.0 6.0 6.0 10.0 12.5

Which bar graph below correctly displays the data in the table?

Rainfall Data Rainfall Data

14 14
12 12
Rainfall (cm)

Rainfall (cm)
10 10
8 8
A 6 C 6
4 4
2 2
0 0
r. y
Jun
e y g. ept. r. y
Jun
e y g. ept.
Ap Ma Jul Au S Ap Ma Jul Au S
Month Month

Rainfall Data Rainfall Data

14 14
12 12
Rainfall (cm)

Rainfall (cm)

10 10
8 8
B 6 D 6
4 4
2 2
0 0
r. y
Jun
e y g. ept. r. y
Jun
e y g. ept.
Ap Ma Jul Au S Ap Ma Jul Au S
Month Month
TNS21280

Grade 6 Science | Page 108

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere
Performance Indicator: 0607.INQ.3 Interpret and translate data into a table,
graph, or diagram.

18 Students recorded the temperature outside their classroom every day for 2 months. Then they
calculated the average weekly temperature. Their data are recorded in the table below.

Weather Data Table

Average
Week
Temperature ºC
1 20
2 22
3 21
4 24
5 26
6 25
7 27
8 28

Which graph best shows their results?

Average Temperatures Average Temperatures

30 30
Temperatures (ºC)

Temperatures (ºC)
25 25
20 20
15 15
F 10
H 10
5 5

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8
Week Week

Average Temperatures Average Temperatures

30 30
Temperatures (ºC)

Temperatures (ºC)

25 25
20 20
15 15
G 10
J
10
5 5

0 1 2 3 4 5 6 7 8 0 1 2 3 4 5 6 7 8
Week Week

TNS21195

Grade 6 Science | Page 109

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere
Performance Indicator: 0607.8.2 Recognize the connection between the
sun’s energy and the wind.

19 When the atmosphere is warmed by the sun, a change in air pressure results in
A clouds.
B humidity.
C precipitation.
D wind.
TNS21214

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere

Performance Indicator: 0607.8.3 Describe how temperature differences in
the ocean account for currents.

20 Which best explains the cause of currents that move north from the equator?
F Cold water at the poles rises and moves toward the tropics.
G Warm water at the equator rises and moves toward the poles.
H Warm water near the coastline rises and moves toward the poles.
J Cold water deep in the ocean rises and moves toward the tropics.
TNS20987

Grade 6 Science | Page 110

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: EARTH AND SPACE SCIENCE 2: The Atmosphere
Performance Indicator: 0607.8.4 Interpret meteorological data to make
predictions about the weather.

21 A student observes a clear sky and a temperature reading of 35º Celsius at 8:00 a.m. What is the
most likely prediction about the day’s weather?

A The day’s weather will be cold.

B The day’s weather will be rainy.
C The day’s weather will be hot.
D The day’s weather will be snowy.
TNS20667

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature

Performance Indicator: 0607.10.1 Distinguish among gravitational potential
energy, elastic potential energy, and chemical
potential energy.

22 A baseball rests on a tabletop as shown in the diagram below.

What type of potential energy is stored in the baseball based on its position on the table?

F heat
G chemical
H elastic
J gravitational
TNS21233

Grade 6 Science | Page 111

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.TE.1 Identify the tools and procedures needed
to test the design features of a prototype.

23 Designers of building materials need to test the strength and flexibility of a new material. They will
stack cement blocks on top of the material to see how much force the material can withstand until it
bends. Which tool will best test the strength of the material?

A microscope
B stopwatch
C thermometer
D spring scale
TNS20975

Grade 6 Science | Page 112

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.10.2 Interpret the relationship between
potential and kinetic energy.

24 A diagram of a student on a playground swing is shown below.

4
2

At which point is the kinetic energy the greatest?

F 1
G 2
H 3
J 4
TNS20981

Grade 6 Science | Page 113

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.10.3 Recognize that energy can be transformed
from one type to another.

25 An automobile engine converts the chemical energy in gasoline mostly into heat and
A nuclear energy.
B light energy.
C electromagnetic energy.
D mechanical energy.
TNS20669

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature

Performance Indicator: 0607.INQ.2 Select tools and procedures needed to
conduct a moderately complex experiment.

26 A student heats different volumes of water in glass beakers and times how long it takes for the water
temperatures to return to room temperature. Which tool should be used to measure the volume of
the water?

F graduated cylinder
G meter stick
H stopwatch
J thermometer
TNS20970

Grade 6 Science | Page 114

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.10.4 Explain the Law of Conservation of Energy
using data from a variety of energy transformations.

27 A gasoline engine only converts about 15% of the chemical energy of gasoline into mechanical
energy. What other energy transformation is taking place in the gasoline?

A chemical to thermal
B nuclear to chemical
C electrical to thermal
D mechanical to nuclear
TNS20983

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature

Performance Indicator: 0607.INQ.1 Design a simple experimental procedure
with an identified control and appropriate variables.

28 A student wants to determine if different colored boxes produce the same temperature as a white
box. The student places white, blue, and red boxes of the same size in the sunlight. A thermometer is
placed inside each box. The student observes and records the temperatures in the boxes throughout
the day. Which is the dependent variable in this investigation?

F size of the boxes

G repeated trials
H color of the boxes
J recorded temperatures
TNS21193

Grade 6 Science | Page 115

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.12.1 Identify how simple circuits are associated
with the transfer of electrical energy when heat,
light, sound, and chemical changes are produced.

29 A diagram of an electric circuit is shown below.

Buzzer

When the circuit above is complete, which energy transformation will occur?

A light to heat
B electrical to sound
C light to sound
D electrical to light
TNS20989

Grade 6 Science | Page 116

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.12.1 Identify how simple circuits are associated
with the transfer of electrical energy when heat,
light, sound, and chemical changes are produced.

30 Which diagram shows a simple circuit that will cause the light bulb to glow?

F H
– +

G J
+
–

– +

TNS21227

Grade 6 Science | Page 117

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature
Performance Indicator: 0607.TE.4 Differentiate between adaptive and
assistive engineered products.

31 Which is the best example of adaptive biotechnology?

A cookware made of cast iron
B treating a headache with aspirin
C measuring volume in a beaker
D doorbells that flash a light when activated
TNS21201

Reporting Category: PHYSICAL SCIENCE: Energy, Forces in Nature

Performance Indicator: 0607.12.2 Identify materials that can conduct
electricity.

32 Which material would best conduct electricity?

F copper
G plastic
H diamond
J wood
TNS20984

Grade 6 Science | Page 118

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

 Social Studies
Reporting Category: 1 Economics
Performance Indicator: 6.2.1 Recognize an example of a barter economy.

1 Which person is involved in a barter economy?

A a fisher who is paid for each pound of fish

B a rancher who sells cattle for money
C a baker who buys wheat from a local mill
D a farmer who trades chickens for milk
TNH21266

Grade 6 Social Studies | Page 119

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Economics
Performance Indicator: 6.2.2 Identify major trade routes (i.e., silk roads,
Persian trade routes, African trade routes,
Mediterranean trade routes, ocean routes).

Triangular Trade

s Europe
sse
ola
g ar, M
n, Su
, Cotto

ds
North Tobacco

oo
ar

dG
America Su
g
,

ture
on
tt
Co

Manufac
Africa
Sla
ve
s

Slaves
South America

2 Based on the map above, what was traded from Africa to the Americas?

F Tobacco
G Slaves
H Sugar
J Cotton
TNH20178

Grade 6 Social Studies | Page 120

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Economics
Performance Indicator: 6.2.3 Identify disadvantages and advantages of
nomadic and early farming lifestyles (i.e., shelter,
food supply, and domestication of plants and
animals).

3 The evolution from a hunter-gatherer system to an agricultural system resulted in the

A conservation of natural resources.

B limiting of population growth.
C building of transportation routes.
D creation of surpluses of food.
TNH20899

Reporting Category: 1 Economics

Performance Indicator: 6.2.4 Recognize the importance of economic systems
in the development of early civilizations around
rivers (i.e., Tigris and Euphrates, Huang He, Nile,
Indus).

4 Which type of ancient civilization developed on the Huang He River in what is now China?

F military
G nomadic
H industrial
J agricultural
TNH20179

Grade 6 Social Studies | Page 121

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 1 Economics
Performance Indicator: 6.2.5 Recognize the importance of trade in later
civilizations (i.e., Mediterranean, Southeast Asia,
India, European).

5 Why did most medieval European cities develop along coastlines and rivers?

A Fish was the primary food resource.

B Weather was generally milder near water.
C Trade routes were created along waterways.
D Forests were essential for constructing buildings.
TNH20185

Reporting Category: 1 Economics

Performance Indicator: 6.2.6 Analyze how basic economic ideas influenced
world events (i.e., supply and demand leads to
exploration and colonization).

6 During the 1500s, European desire for spices led to

F improvements in farming.
G the exploration of the East Indies.
H advances in government.
J the division of Europe into city-states.
TNH20167

Grade 6 Social Studies | Page 122

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Governance and Civics
Performance Indicator: 6.4.1 Recognize types of government (i.e., formal/
informal, monarchy, direct/indirect democracy,
republics, theocracy).

7 King Abdullah of Saudi Arabia rules a

A republic.
B democracy.
C monarchy.
D city-state.
TNH20676

Reporting Category: 2 Governance and Civics

Performance Indicator: 6.4.2 Recognize the steps that give rise to complex
governmental organizations (i.e., nomadic, farming,
village, city, city-states, states).

8 Which statement best describes a characteristic that a nomadic tribe would find
useful in a leader?

F gains the best education

G wins the most popular votes
H knowledge of animal migrations
J possession of a hereditary title
TNH20173

Grade 6 Social Studies | Page 123

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Governance and Civics
Performance Indicator: 6.4.3 Identify the development of written laws (i.e.,
Hammurabi’s Code, Justinian Code, Magna Carta).

9 Which set of written laws was the first to be developed?

A Magna Carta
B Justinian’s Code
C Twelve Tables
D Hammurabi’s Code
TNH20913

Reporting Category: 2 Governance and Civics

Performance Indicator: 6.4.4 Recognize the roles assigned to individuals in
various societies (i.e., caste systems, feudal systems,
city-state systems, class systems).

10 Which was the largest group in European feudal society?

F lords
G knights
H serfs
J monks
TNH20915

Grade 6 Social Studies | Page 124

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 2 Governance and Civics
Performance Indicator: 6.4.5 Compare and contrast the lives of individual
citizens in various governmental organizations
(i.e., monarchial systems, caste systems, democratic
systems-Greek).

11 In which type of government would a citizen have the most political power?
A dictatorship
B monarchy
C democracy
D plutocracy
TNH20681

Reporting Category: 3 Geography

Performance Indicator: 6.1.1 Recognize the basic components of culture (i.e.,
language, common values, traditions, government,
art, literature, lifestyles).

If a judge . . . present his judgement in writing; if later error shall

appear in his decision, and it be through his own fault, then he
shall pay twelve times the fine set by him . . .

If any one steal cattle or sheep, . . . the thief shall pay thirtyfold . . .

— Hammurabi’s Code

12 Which part of Babylonian culture is best described by the excerpt above?

F language
G values
H arts
J literature
TNH20905

Grade 6 Social Studies | Page 125

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.1.6 Recognize reasons that cultural groups develop
or settle in specific physical environments.

Physical Characteristics
Surrounding Rome

• Seven hills
• Several miles inland
• Tiber River

13 Based on the list above, the site of ancient Rome was a safe location for development because it
offered

A a pleasant climate.
B a regular food supply.
C an easily defended site.
D a site for religious pilgrimage.
TNH20600

Reporting Category: 3 Geography

Performance Indicator: 6.1.8 Recognize how migration and cultural
diffusion influenced the character of world
societies (i.e., spread of religions, empire building,
exploration, languages).

14 The culture of South America was strongly influenced by

F China and Japan.
G Sudan and Ethiopia.
H India and Pakistan.
J Spain and Portugal.
TNH20909

Grade 6 Social Studies | Page 126

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.3.1 Identify the basic components of a world map
(i.e., compass rose, map key, scale, latitude and
longitude lines, continents, oceans).

15 Which map component explains the meaning of symbols on a map?

A scale
B compass rose
C key
D title
TNH20671

Reporting Category: 3 Geography

Performance Indicator: 6.3.2 Identify basic geographic forms (i.e., rivers,
lakes, bays, oceans, mountains, plateaus, deserts,
plains, coastal plains).

• Formed by plate movement

• Shaped by erosion

16 The list above describes which type of landform?

F mountains
G plains
H deserts
J rivers
TNH20168

Grade 6 Social Studies | Page 127

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.3.3 Identify the location of early civilizations on a
map (i.e., Mesopotamian, Egyptian, Ancient Chinese,
Indian).

Southwest Asia

Black Sea Ca
uc
asu
sM
ts.

Ti
Caspian
g
ris
R. Sea

Syrian
Za
Desert gro
sM
Eu

ts.
ph
ra
te
s
R.

Red Persian
Sea Gulf

17 Which ancient civilization developed between the rivers shown on the map above?
A Chinese
B Indian
C Egyptian
D Mesopotamian
TNH20182

Grade 6 Social Studies | Page 128

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.3.4 Identify geographic reasons for the location of
population centers prior to 1500 (i.e., coastal plains,
deserts, mountains, river valleys).

18 Which geographic feature was the main reason for the location of the ancient Egyptian civilization?
F a coastal plain
G a mountain
H a desert oasis
J a river
TNH21305

Grade 6 Social Studies | Page 129

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.3.5 Use a variety of maps to understand
geographic and historical information (i.e., political
maps, resource maps, product maps, physical maps,
climate maps, vegetation maps).

Carthaginian Empire, 3rd Century B.C.E.

Rome
Massalia

Athens

Saguntum

Key
Carthaginian Empire
City

19 Which city on the map above was a part of the Carthaginian Empire in the 3rd century B.C.E.?
A Saguntum
B Massalia
C Rome
D Athens
TNH20672

Grade 6 Social Studies | Page 130

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 3 Geography
Performance Indicator: 6.3.6 Interpret a graph that illustrates a major trend
in world history (i.e., population growth, economic
development, governance land areas, growth of
religions).

World Population
10
Population (in billions)

8 Key
6 Less developed
4 countries
More developed
2 countries
0
1750 1800 1850 1900 1950 2000
Year

20 Which factor most influenced the trend shown on the graph above?
F creation of public schools
G improvements in military equipment and tactics
H development of a new religion
J advancements in farming and health care
TNH20907

Grade 6 Social Studies | Page 131

Copyright © 2009 by Tennessee State Department of Education. All rights reserved.

Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.1.3 Recognize the world’s major religions
and their founders (i.e., Judaism, Christianity,
Islam, Buddhism, Hinduism, Moses, Jesus, and
Mohammed).

21 Who founded Islam?

A Jesus
B Confucius
C Mohammed
D Abraham
TNH20926

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.1.4 Recognize significant epics as historical
sources (i.e., Iliad, the Odyssey, Mahabharata,
Ramayana).

22 What part of Greek culture is identified in Homer’s Iliad?

F gods and goddesses
G mathematics and sciences
H theater
J democracy
TNH21051

Reporting Category: 4 World History: Prehistory-Ancient Civilization

Performance Indicator: WH1.6.1.7 Identify how early writing forms
in Mesopotamia, Egypt, and the Indus Valley
influenced life (i.e., legal, religious, and culture).

23 Which development was the most influential in helping people learn about life in ancient Egypt?
A writing
B the plow
C irrigation
D the wheel
TNH01525

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.1 Read a timeline and order events of the
past between prehistory and the Renaissance.

Some Developments in Civilization

3100 B.C.E. Cuneiform was developed

1500 B.C.E. Aryans invaded the Indus River Valley

Cleisthenes started the first

509 B.C.E.
democracy in Athens
Octavian became the first emperor
27 B.C.E.
of Rome

Baghdad became a major center of

763 C.E.
learning and culture

Note: Dates are approximate.

TNH0P019

24 The Roman Empire fell in 476 C.E. Where on the timeline should this event be placed?
F before 3100 B.C.E.
G between 3100 B.C.E. and 1500 B.C.E.
H between 1500 B.C.E. and 509 B.C.E.
J after 27 B.C.E.
TNH00141

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.2 Recognize the types of early communities
(i.e., nomadic, fishing, farming).

25 Which type of early community migrated the least?

A hunter-gatherer
B nomadic herding
C fishing
D farming
TNH21097

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.3 Identify types of artifacts by pictorial
representation (i.e., Egyptian, Roman, Greek,
Chinese, Native American, Medieval, and
Renaissance).

26 The artifact shown above came from which ancient culture?

F Chinese
G Egyptian
H Persian
J Roman
TNH21098

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.4 Recognize the forms of early world
writing (i.e., cuneiform and Egyptian/Native
American Hieroglyphics).

27 Which culture developed the form of writing shown above?

A Chinese
B Greek
C Mayan
D Egyptian
TNH21231

Grade 6 Social Studies | Page 137

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.5 Identify major technological advances
(i.e., tools, wheel, irrigation, river dikes,
development of farming, advances in weaponry,
written language, and printing press).

28 Humans first lived in permanent settlements after they learned how to

F write words.
G make bronze.
H grow food.
J sail ships.
TNH20922

Reporting Category: 4 World History: Prehistory-Ancient Civilization

Performance Indicator: WH1.6.5.6 Recognize the designations for time
dating (i.e., B.C.E., C.E., centuries, decades,
prehistoric, historic).

29 A century is a period of
A 1 decade.
B 10 months.
C 100 years.
D 1,000 hours.
TNH21046

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.7 Recognize major historical time periods
(i.e., Early Civilizations, Classical Period, Dark Ages,
Middle Ages, Renaissance).

30 Ancient Greek civilization reached its peak during which historical era?
F Dark Ages
G Classical Period
H Middle Ages
J Renaissance
TNH21109

Reporting Category: 4 World History: Prehistory-Ancient Civilization

Performance Indicator: WH1.6.5.10 Identify the development of written and
spoken languages (i.e., Roman alphabet, Latin word
origins, Romance languages).

31 Which of these languages is derived from Latin?

A Spanish
B Greek
C Arabic
D Hebrew
TNH21050

Grade 6 Social Studies | Page 139

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.11 Identify characteristics including
economy, social relations, religion, and political
authority of various societies (i.e., Mesopotamian,
Egyptian, Greek City-States, Roman Empire, Indian,
Medieval).

32 The books on the bookshelf shown above are examples of the belief system from which
ancient civilization?

F Greek
G Chinese
H Mesopotamian
J Persian
TNH20933

Grade 6 Social Studies | Page 140

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.12 Recognize the possible causes of change
in civilizations (i.e., environmental change, political
collapse, new ideas, warfare, overpopulation,
unreliable food sources, diseases).

Problems of the Sumerians

• Periods of flooding and drought

• No natural barriers for protection
• Few building materials

33 The problems described above were primarily

A military.
B political.
C religious.
D environmental.
TNH20934

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.5.17 Recognize the significant mythologies of
the Sumerians, Egyptians, Greeks, and Romans.

? Mythology

Mt. Olympus
Zeus
Athena

34 Which ancient culture completes the title of the list above?

F Olmec
G Sumerian
H Greek
J Chinese
TNH20940

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Reporting Category: 4 World History: Prehistory-Ancient Civilization
Performance Indicator: WH1.6.6.1 Identify examples of groups impacting
world history (i.e., Muslims, Christians, Mongolians,
Vikings, slave traders, explorers, merchants/traders,
inventors).

Traits of ?
• Lived in Scandinavia
• Conquered Western Europe in the 900s
• Developed new seafaring skills

35 Which group completes the title of the list above?

A Vandals
B Mongols
C Vikings
D Franks
TNH20930

Reporting Category: 4 World History: Prehistory-Ancient Civilization

Performance Indicator: WH1.6.6.3 Describe the ways in which individuals
can change groups (i.e., Martin Luther-Christian
Church, William of Normandy-English Monarchy,
Joan of Arc-Hundred Years War, Buddha-Chinese
Culture).

36 William of Normandy is important in English history because he

F built a wall to keep out Celtic tribes.
G conquered England and established feudalism.
H unified England and Switzerland into one kingdom.
J led the first expedition to settle Iceland.
TNH20944

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.1.2 Identify the job characteristics of
archaeologists, anthropologists, geologists, and
historians.

37 Which occupation involves the study of artifacts from an ancient civilization?

A genealogist
B anthropologist
C archaeologist
D geologist
TNH20779

Reporting Category: 5 World History: Dark Ages-Renaissance

Performance Indicator: WH2.6.1.5 Identify differences between various
cultural groups (i.e., European, Eurasian, Indian,
Southeast Asian, Middle Eastern, African, Native
American).

c. 1500 C.E.
France ?
Christianity Hinduism

38 Which region completes the table above?

F China
G India
H Central America
J West Africa
TNH20946

Grade 6 Social Studies | Page 144

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.5.6 Recognize the designations for time
dating (i.e., B.C.E., C.E., centuries, decades,
prehistoric, historic).

39 Which abbreviation indicates an event that occurred before the year 1?

A P.M.

B C.E.

C A.M.

D B.C.E.
TNH20777

Reporting Category: 5 World History: Dark Ages-Renaissance

Performance Indicator: WH2.6.5.8 Identify conclusions about early world
historical events using primary and secondary
sources.

. . . [T]he number of colonists who desire to go thither

[Española] amounts to two thousand, owing to the land being
safer and better for farming and trading, and because it will
serve as a place to which they can return and from which they
can carry on trade with the neighboring islands.

— Christopher Columbus, in
a letter to King Ferdinand
and Queen Isabella

40 According to the excerpt above, why did people prefer to settle on the island of Española to other
islands in the Caribbean?

F The area was more suitable for farming.

G A trade colony was already established.
H The inhabitants were better farmers.
J It was less expensive to trade goods.
TNH21308

Grade 6 Social Studies | Page 145

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.5.9 Recognize and order major historical
events on a timeline between the Middle Ages
and Renaissance.

Henry VIII declared

himself the leader of
1534
the Church of
England

Copernicus announced
1543 that planets revolve
around the sun

Mary Tudor crowned

1553
Queen of England

Elizabeth I became
1558
Queen of England

William Shakespeare
1564
was born

41 Based on the timeline above, which event happened after Elizabeth I became the ruler of England?
A Henry VIII declared himself the leader of the Church of England.
B Copernicus announced that the planets revolve around the sun.
C Mary Tudor was crowned as Queen of England.
D William Shakespeare was born.
TNH21320

Grade 6 Social Studies | Page 146

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.5.13 Identify the impact of advances in
technology on history (i.e., agricultural revolution,
Renaissance scientists, exploration during the
1400s).

42 The inventions of the compass and the astrolabe allowed

F sailors to sail their ships in the opposite direction of the wind.
G scientists to measure the distance from Earth to the sun.
H mathematicians to observe the planets of the solar system.
J explorers to travel the open oceans without getting lost.
TNH21290

Reporting Category: 5 World History: Dark Ages-Renaissance

Performance Indicator: WH2.6.5.14 Recognize how the Renaissance changes
the nature of society (i.e., shift from religious
domination to science, philosophy, art).

43 During the Renaissance era, the development of many ideas was based on the study of
A Christian literature.
B Greek and Latin literature.
C Islamic culture.
D Asian and African trade routes.
TNH21228

Grade 6 Social Studies | Page 147

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.5.15 Evaluate to what extent civilizations
build on the accomplishments of previous
civilizations.

44 The government of which ancient civilization most influenced the United States system of
government?

F India
G Rome
H Egypt
J Sumer
TNH21313

Reporting Category: 5 World History: Dark Ages-Renaissance

Performance Indicator: WH2.6.5.16 Compare and contrast the historical
development of the Western, Eastern, and African
cultures.

45 Which cultural factor was a universal development in Western, Eastern, and African civilizations?
A democracy
B a system of agriculture
C monotheism
D a written alphabet
TNH21315

Grade 6 Social Studies | Page 148

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Reporting Category: 5 World History: Dark Ages-Renaissance
Performance Indicator: WH2.6.6.2 Recognize the impact of individuals
on world history (i.e., Charlemagne, Joan of Arc,
William the Conqueror, Ramses II, Julius Caesar,
Socrates, Aristotle, Marco Polo, Alexander the Great,
King Ferdinand and Queen Isabella, Martin Luther,
and Johannes Gutenberg).

46 Who invented the first printing press?

F Johannes Gutenberg
G William Shakespeare
H Nicolaus Copernicus
J Thomas More
TNH21092

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 Reading/Language Arts
Answer Key

1 D 23 C 45 D 67 B
2 J 24 H 46 H 68 F
3 D 25 B 47 A 69 B
4 F 26 G 48 G 70 H
5 B 27 C 49 D 71 A
6 F 28 G 50 G 72 F
7 A 29 C 51 B 73 A
8 H 30 H 52 J 74 H
9 C 31 D 53 D 75 B
10 F 32 F 54 F 76 J
11 B 33 D 55 A 77 B
12 G 34 H 56 H 78 G
13 B 35 D 57 D 79 D
14 J 36 H 58 H 80 J
15 B 37 C 59 B 81 A
16 J 38 G 60 F 82 J
17 D 39 C 61 C 83 D
18 F 40 F 62 H 84 J
19 D 41 D 63 C 85 G
20 J 42 J 64 G 86 G
21 C 43 D 65 A 87 B
22 F 44 H 66 J

Grade 6 Answer Key | Page 150

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 Math
Answer Key

1 C 10 G 19 C 28 H
2 J 11 A 20 H 29 C
3 B 12 H 21 B 30 J
4 G 13 B 22 H 31 A
5 A 14 J 23 D 32 J
6 J 15 A 24 H 33 A
7 A 16 J 25 D 34 F
8 J 17 A 26 F 35 B
9 A 18 J 27 B

Grade 6 Answer Key | Page 151

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 Science
Answer Key

1 B 9 C 17 B 25 D
2 H 10 H 18 H 26 F
3 A 11 B 19 D 27 A
4 H 12 F 20 G 28 J
5 C 13 A 21 C 29 B
6 F 14 J 22 J 30 G
7 B 15 C 23 D 31 D
8 H 16 G 24 H 32 F

Grade 6 Answer Key | Page 152

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 Social Studies
Answer Key

1 D 13 C 25 D 37 C
2 G 14 J 26 F 38 G
3 D 15 C 27 D 39 D
4 J 16 F 28 H 40 F
5 C 17 D 29 C 41 D
6 G 18 J 30 G 42 J
7 C 19 A 31 A 43 B
8 H 20 J 32 F 44 G
9 D 21 C 33 D 45 B
10 H 22 F 34 H 46 F
11 C 23 A 35 C
12 G 24 J 36 G

Grade 6 Answer Key | Page 153

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Tennessee Comprehensive Assessment Program
Achievement Test ~ Grade 6
Item Sampler