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Grade 6
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Number System
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Unit Test

6th Grade Math Number System Unit Test

21 questions
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#1 of 21: Medium

Number System

<selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`93.4 - 21.36`</p></selectivedisplay>

#2 of 21: Mild

Number System

<p>Multiply.</p><selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`4 × 3.9`</p></selectivedisplay>

#3 of 21: Medium

Number System

<p>What is the Greatest Common Factor (GCF) of `12` and `20`?</p>

#4 of 21: Mild

Number System

<p>What is the greatest common factor of `40` and `85`?</p>

#5 of 21: Mild

Number System

<p>What is the Least Common Multiple (LCM) of `4` and `6`?</p>

#6 of 21: Medium

Number System

<p>Avery is preparing plates of vegetables for a dinner at a senior center. She has `49` baby carrots and `77` celery sticks that she wants to divide evenly onto the plates, with no food left over.</p> <ul><li>What is the greatest number of plates Avery can prepare? </li><li>How many baby carrots will be on each plate? </li><li>How many celery sticks will be on each plate?</li></ul>

#7 of 21: Mild

Number System

<p>Rose baked `20` brownies and `25` cookies to package in gift bags for her neighbors. She wants to divide the desserts into identical gift bags so each gift bag has the same number of brownies and cookies, with no desserts left over. </p><ul><li>What is the most number of gift bags she can make? </li><li>How many brownies will be in each gift bag?</li> <li>How many cookies will be in each gift bag?</li></ul>

#8 of 21: Medium

Number System

<p>Yellow boxes that are `10` inches tall are being stacked next to blue boxes that are `15` inches tall. </p><p>What is the shortest height where the two stacks of boxes will be the same height?</p>

#9 of 21: Spicy

Number System

<p>Carol and Max are putting together strips of paper to make a display of a quilt for a craft show. Carol is putting together `16`-inch strips of yellow paper and Max is joining `24`-inch strips of blue paper to make sections of the quilt display. Both of their sections must be the same length. </p><p>What is the shortest length of a section Carol and Max can make so that there is no extra paper left over?</p>

#10 of 21: Medium

Number System

<p>Cancel any common factors, then multiply.</p> <selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`9/10 × 2/3`</p></selectivedisplay><i><p style="color:#808080">Write your answer in simplest form.</i> </p>

#11 of 21: Spicy

Number System

<p>Cancel any common factors, then multiply.</p> <selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`9/16 × 28/33`</p></selectivedisplay><i><p style="color:#808080">Write your answer in simplest form.</i> </p>

#12 of 21: Spicy

Number System

<p>Use the number line to count the number of times `2/5` goes in to `2 2/5`, which is the same as:</p><p>`2 2/5 ÷ 2/5`</p> <NumberLine data-props='{ "min_scale": 0, "max_scale": 3, "interval": 1, "show_markers": true, "hash_marks_between_interval": 4, "points": [ { "id": 1, "value": 0, "show_point": true, "point_color": "#000" }, { "id": 2, "value": 2.4, "show_point": true, "point_color": "#000" } ], "point_arrows": []}'></NumberLine >

#13 of 21: Medium

Number System

<p>Follow the directions below to divide using an area model.</p><p>`2/3 ÷ 6`</p><selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p style="color:#808080"><i> Interactive: Students follow steps to create an exploratory area model.</i> </p></selectivedisplay>

#14 of 21: Medium

Number System

<p>Divide.</p><selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`6 2/5 ÷ 3` </p></selectivedisplay><i><p style="color:#808080"> Write your answer in simplest form.</i> </p>

#15 of 21: Spicy

Number System

<p>Divide.</p><selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`8 3/4 ÷ 2 1/3` </p></selectivedisplay><i><p style="color:#808080"> Write your answer in simplest form.</i> </p>

#16 of 21: Medium

Number System

<p>Piper is knitting potholders to sell at an upcoming craft fair. It takes her `5/8` of an hour to knit `1` potholder. </p><p>If Piper works for `8 3/4` hours, how many potholders will she be able to make? <br><highlight data-color="#666" data-style="italic">Write your answer as a whole number, fraction, or exact decimal. </highlight> </p>

#17 of 21: Spicy

Number System

<p>A baker buys `8 3/4` pounds of berries to make pies. Each pie will take `1 3/8` pounds of berries. </p><p>How many pies can the baker make? <br><highlight data-color="#666" data-style="italic">Write your answer as a whole number, fraction, or exact decimal. </highlight> </p>

#18 of 21: Medium

Number System

<p>Aki bought a `9` feet roll of gift wrap to wrap presents for several children that she babysits. Each present used `5/6` of a foot of paper to wrap.</p><ul><li>How many presents could Aki wrap with the roll of paper? </li><li>How many feet of wrapping paper would be left on the roll after the presents were all wrapped?</li></ul>

#19 of 21: Spicy

Number System

<p>Tori has a large cooler with `8 3/4` quarts of apple cider ready to sell at the Fall Festival. She plans to use cups that will give each person a serving of `3/10` of a quart of cider. </p><ul><li>How many servings of cider could Tori sell?</li><li>How many quarts of cider will be left over when all the full servings have been sold?</li></ul>

#20 of 21: Spicy

Number System

<p>Order the following numbers from least to greatest:</p><ul><li>`11/3` </li><li> `17/5`</li><li>`235%`</li></ul>

#21 of 21: Mild

Number System

<selectivedisplay data-props='{"show_in_create":true, "show_in_problem_qa": true}'><p>`648÷18`</p></selectivedisplay>

A number system is defined as the representation of numbers by using digits or other symbols in a consistent manner. The value of any digit in a number can be determined by a digit, its position in the number, and the base of the number system. Giving a Number System Unit Test is crucial for students to understand the processing of digital systems. 
 

This test can be assigned by the teachers in the classroom to evaluate students’ grasp on the concept.

A number system is defined as the representation of numbers by using digits or other symbols in a consistent manner. The value of any digit in a number can be determined by a digit, its position in the number, and the base of the number system. Giving a Number System Unit Test is crucial for students to understand the processing of digital systems. 
 

This test can be assigned by the teachers in the classroom to evaluate students’ grasp on the concept.

A number system is defined as the representation of numbers by using digits or other symbols in a consistent manner. The value of any digit in a number can be determined by a digit, its position in the number, and the base of the number system. Gi...

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Grade 6
Number System

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Stephen Abate
19-year math teacher
Carmel, CA
Any math teacher that I know would love to have access to ByteLearn.
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Jennifer Maschino
4-year math teacher
Summerville, SC
“I love that ByteLearn helps reduce a teacher’s workload and engages students through an interactive digital interface.”
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Dean, math program manager, principal
Miami, FL
“ByteLearn provides instant, customized feedback for students—a game-changer to the educational landscape.”
Related Unit Tests

What teachers are saying about BytelearnWhat teachers are saying

stephan.png
Stephen Abate
19-year math teacher
Carmel, CA
Any math teacher that I know would love to have access to ByteLearn.
jennifer.png
Jennifer Maschino
4-year math teacher
Summerville, SC
“I love that ByteLearn helps reduce a teacher’s workload and engages students through an interactive digital interface.”
rodolpho.png
Rodolpho Loureiro
Dean, math program manager, principal
Miami, FL
“ByteLearn provides instant, customized feedback for students—a game-changer to the educational landscape.”