Bellwork California Standards Assessments Mathematics Level 3

7/29/2019 Bellwork California Standards Assessments Mathematics Level 3

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Author

Lauren Rips

Editorial Consultants:

Michelle N. Barnett

Kent A. De Pue

Erica Kaiser

Margaret Kinney

Gary W. Lovett

Illustrators:

Jos L. de la Rosa

Carrie HerschBrenda Morales

Copyright 2009 Bellwork Enterprises, Inc.

All rights reserved. No part of this publication may be reproduced, in any form or by

any means, without prior permission in writing from the publisher. The reproduction of

any part for an individual, classroom, school, or school system is strictly prohibited.

Bellwork is a registered trademark of Bellwork Enterprises, Inc.

Bellwork

921 Mariner Street

Brea, CA 92821-3827

Printed in the U.S.A. (08/11)

ISBN 978-1-934930-08-3

(800) 782-8869

Fax (714) 482-2379

www.bellwork.com

BELLWORK Enterprises DO NOT DUPLICATE


3/27

Table of Contents

Mathematics Assessments

Count, read, and write whole numbers to 10,000 - N1.1 ........................................................... 1

Compare and order whole numbers to 10,000 - N1.2 ............................................................... 5

Identifying the place value for each digit up to 10,000 - N1.3 ................................................... 9

Rounding numbers to the nearest ten, hundred, and thousand - N1.4 ..................................13

Using expanded notation - N1.5 ............................................................................................... 17

Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................... 21

Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ......................... 25

Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................... 29

Using the inverse relationship of multiplication and division - N2.3 ..................................... 33

Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 .......... 37

Solving division problems of a multidigit number by a one-digit number - N2.5 .................. 41Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ......... 45

Determining unit cost - N2.7 .................................................................................................... 49

Solving problems involving multiple skills - N2.8 .................................................................... 53

Comparing fractions represented by drawings to show equivalency and

to add and subtract simple fractions - N3.1 ....................................................................... 57

Adding and subtracting simple fractions - N3.2 ....................................................................... 61

Solving problems with money amounts in decimal notation

(whole-number multipliers and divisors) - N3.3 ................................................................ 65

Knowing the equivalencies of fractions and decimals - N3.4 .................................................. 69

Representing quantities as expressions, equations, or inequalities - A1.1 .............................. 73

Solving problems involving numeric equations or inequalities - A1.2 .................................... 77

Selecting appropriate operational and relational symbols - A1.3 ............................................ 81

Expressing and carrying out simple unit conversions - A1.4, M1.4 ........................................85

Recognizing and using the commutative and associative properties

of multiplication - A1.5 ........................................................................................................ 89

Solving simple problems involving a functional relationship between

two quantities - A2.1 ............................................................................................................ 93

Extending and recognizing a linear pattern by its rules - A2.2 ................................................ 97

Measuring the length and comparing the mass of objects - M1.1 ......................................... 101

Determining area and volume - M1.2 ..................................................................................... 105

Finding the perimeter of a polygon with integer sides - M1.3 ..............................................109

Identify, describe, and classify polygons - M2.1 ..................................................................... 113

Identify attributes of triangles and quadrilaterals - M2.2, M2.3 ............................................ 117



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5

2 6

3 7

4 8

1

Name _______________________________________

37

How much is eight times six hundred

fifty-four?

F 5,236

G 5,032

H 5,232

J 5,152

How much is seven times seven hundred

sixty-two?

F 4,924

G 5,334

H 5,424

J 4,934

Eight students are sitting at each lunch

bench. There are 16 benches. How manystudents are sitting on the lunch benches?

A 2

B 32

C 122

D 128

Twelve birds were sitting on each fence.

There were 6 fences. How many birds weresitting on the fences?

F 2

G 18

H 68

J 72

There are 321 students making 4 bookmarks

each for a school fundraiser. How manybookmarks will they make altogether?

A 12,084

B 325

C 1,284

D 204

There are 250 pieces of candy in each of the

6 bins. How many pieces of candy are therealtogether?

F 256

G 1,200

H 1,250

J 1,500

Mathematics Assessment 3 Category: Number SenseSkill: Solving multiplication problems ofmultidigit numbers by one-digit numbersStandard: N2.4


A 14,927

B 17,947

C 15,627

D 17,927

2,561

7

A 25,182

B 25,189

C 24,653

D 25,082

4,1976


5/2738

9

0

Score:

California Mathematics Content Standard: N2.4

______

10

Solve the problem below. Show your work.

Solve the problem below. Show your work.

= ______%


7,653

4

851

9


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5

2 6

3 7

4 8

1

Name _______________________________________

53

Morgan had $10.00. She bought a pack of

gum for $2.00 and a soda for $3.00. Howmuch money did she have left?

A $5.00

B $7.00

C $8.00

D $15.00

Carlos picked 10 oranges. He ate 1. Then

he picked 5 more. How many oranges doesCarlos have now?

F 9 oranges

G 14 oranges

H 15 oranges

J 16 oranges

At the market, frozen fruit bars cost $4.50

for a box of 9. Ice-cream bars cost 75 centseach. Would you be able to buy more

frozen fruit bars or ice-cream bars foryour money?

A frozen fruit bars

B ice-cream bars

8 dogs were playing at the dog park. 4 dogs

went home, but 2 new dogs came. Howmany dogs are at the dog park now?

F 2 dogs

G 4 dogs

H 6 dogs

J 14 dogs

Twelve fish were swimming upstream. On

the way, they each ate three bugs. Twomore fish came and ate two bugs each.How many bugs were eaten altogether?

A 32 bugs

B 36 bugs

C 40 bugs

D 42 bugs

Luisa had $20.00. She bought a sandwich

for $4.00, a bag of chips for $1.00, and amilk for $2.00. How much money did shehave left?

F $7.00

G $4.00

H $16.00

J $13.00

Mrs. Neumann had 9 sharpened pencils

in a jar. 3 of them broke, so she put in5 new sharpened pencils. Then Addisonborrowed 1. How many sharpened pencilsare in Mrs. Neumanns jar now?

A 15 pencils

B 12 pencils

C 10 pencils

D 8 pencils

At the pet store, a bag of 10 crickets costs

$3.00 or you can buy each cricket for 50cents. To get more for your money, shouldyou buy a bag of 10 or 10 individually?

F bag of 10

G 10 individually

Mathematics Assessment 3 Category: Number SenseSkill: Solving problems involving multipleskillsStandard: N2.8



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Score:


______

10

Solve the problem below.

Take 5, add 5, subtract 2, subtract 4, multiply by 1. What is the answer?

Solve the problem below.

Take 10, subtract 6, add 4, multiply by 2. What is the answer?

= ______%



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Name _______________________________________

Mathematics Assessment 3 Category: Algebra and FunctionsSkill: Solving problems involving numericequations or inequalitiesStandard: A1.2

5

2 6

3 7

4 8

1

77

2 + 7 = 3

A 6

B 5

C 4

D 3

8 2 > 4

F 3

G 4

H 5

J 6

12 < 5 + 1

A 4

B 5

C 3

D 7

14 7 = + 2

F 1

G 0

H 2

J 7

4 + 6 = 2

A 8

B 10

C 12

D 14

6 + < 9 1

F 2

G 3

H 4

J 5

21 3 = 6 +

A 0

B 1

C 2

D 3

5

5 > 8

F 3

G 4

H 5

J 6

Fill in the bubble next to the number that makes each number sentence true.



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9

0

Score:

California Mathematics Content Standard: A1.2

______

10

Write a number sentence with both sides equal to one another.

Write a number sentence where one side is greater than the other.

= ______%



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5

2 6

3 7

4 8

1

Name _______________________________________

87

Which of the following is used to find out

how many feet are in 48 inches?

A 48 12

B 48 12

C 48 + 12

D 48 12


how many cups are in 4 quarts?

F 4 4

G 4 + 4

H 4 4

J 4 4

If Owen threw the baseball 90 feet, how

many yards did he throw the ball?

A 15 yards

B 30 yards

C 45 yards

D 270 yards

If Sadira is 9 years old, how many months

old is she?

F 84 months

G 96 months

H 108 months

J 120 months


how many pounds are in 80 ounces?

A 80 16

B 80 16

C 80 16

D 80 + 16


how many inches are in 3 feet?

F 12 + 3

G 12 3

H 12 3

J 12 3

There are 1,000 liters in 1 kiloliter. How

many liters are in 2 kiloliters?

A 500 liters

B 2,000 liters

C 200 liters

D 1,000 liters

There are 1,000 millimeters in 1 meter.

How many millimeters are in 5 meters?

F 5,000 millimeters

G 500 millimeters

H 50,000 millimeters

J 50 millimeters

Mathematics Assessment 3 Category: Algebra and Functions/Measurement and GeometrySkill: Expressing and carrying out simpleunit conversionsStandards: A1.4, M1.4



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9

0

Score:

California Mathematics Content Standards: A1.4, M1.4

______

10

If Aris parrot is 7 years old, how many months old is he? Show your work.

The slide below is 6 feet long. How many inches long is it? Show your work.

= ______%

6 ft



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31

Name _______________________________________

111

Mathematics Assessment 3 Category: Measurement and GeometrySkill: Finding the perimeter of a polygon withinteger sidesStandard: M1.3


4

What is the perimeter of the figure below?

A 25 cm

B 22 cm

C 26 cm

D 23 cm

Look at the polygon below.

What is the perimeter of the polygon?

F 28 in.

G 30 in.

H 26 in.

J 32 in.

Each side of this hexagon is 3 centimeters

long.

What is the perimeter, in centimeters, of the

hexagon?

A 12 centimeters

B 18 centimeters

C 21 centimeters

D 15 centimeters

Each side of this square is 5 inches long.

What is the perimeter, in inches, of thesquare?

F 5 inches

G 10 inches

H 15 inches

J 20 inches

2


13/27112

Score:

California Mathematics Content Standard: M1.3

______

6

= ______%


5

6

A handball court is shaped like a rectangle; 12 feet long and 8 feet wide. What is the perimeter, in

feet, of the court?

The pool is shaped like a square; 35 feet long on each side. What is the perimeter, in feet, of the pool?

feet

feet


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Author

Lauren Rips

Editorial Consultants:

Michelle N. Barnett

Kent A. De Pue

Erica Kaiser

Margaret Kinney

Gary W. Lovett

Illustrators:

Jos L. de la Rosa

Carrie HerschBrenda Morales

Copyright 2009 Bellwork Enterprises, Inc.

All rights reserved. No part of this publication may be reproduced, in any form or by

any means, without prior permission in writing from the publisher. The reproduction of

any part for an individual, classroom, school, or school system is strictly prohibited.

Bellwork is a registered trademark of Bellwork Enterprises, Inc.

Bellwork

921 Mariner Street

Brea, CA 92821-3827

Printed in the U.S.A. (09/11)

ISBN 978-1-934930-14-4

(800) 782-8869

Fax (714) 482-2379

www.bellwork.com

BELLWORK Enterprises


17/27


Table of Contents

Introduction and Objectives ..................................................................................................... I

Organization of the Student Assessments ............................................................................ I

Organization of the Teachers Guide ................................................................................... II

Summative v. Formative and Assessments as Intervention........................................... II

California Content Standards Single Letter Designations ........................................... II

Mathematics Assessments

Count, read, and write whole numbers to 10,000 - N1.1 ....................................................... A1

Compare and order whole numbers to 10,000 - N1.2 ............................................................ A5Identifying the place value for each digit up to 10,000 - N1.3 ............................................... A9

Rounding numbers to the nearest ten, hundred, and thousand - N1.4 ...............................A13

Using expanded notation - N1.5 ............................................................................................ A17

Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................ A21

Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ...................... A25

Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................ A29

Using the inverse relationship of multiplication and division - N2.3 .................................. A33

Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 ....... A37

Solving division problems of a multidigit number by a one-digit number - N2.5 ...............A41

Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ...... A45

Determining unit cost - N2.7 ................................................................................................. A49

Solving problems involving multiple skills - N2.8 ................................................................. A53

Comparing fractions represented by drawings to show equivalency and

to add and subtract simple fractions - N3.1 .................................................................... A57

Adding and subtracting simple fractions - N3.2 .................................................................... A61

Solving problems with money amounts in decimal notation

(whole-number multipliers and divisors) - N3.3 ............................................................. A65Knowing the equivalencies of fractions and decimals - N3.4 ............................................... A69

Representing quantities as expressions, equations, or inequalities - A1.1 ........................... A73

Solving problems involving numeric equations or inequalities - A1.2 ................................. A77

Selecting appropriate operational and relational symbols - A1.3 ......................................... A81

Expressing and carrying out simple unit conversions - A1.4, M1.4 .....................................A85


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4

2

5

1

Name _______________________________________

A35

Mathematics Assessment 3 Category: Number SenseSkill: Using the inverse relationship ofmultiplication and divisionStandard: N2.3


Talia did this multiplication problem.

14 27 = 378

Which problem could she do to check her

answer?

A 378 + 27 =

B 378 27 =

C 378 27 =

378 27 =

Petro did this division problem.

589 19 = 31

Which problem could he do to check his

answer?

F 31 + 19 =

G 31 19 =

31 19 =

J 31 19 =

The figure below is a model for the

multiplication sentence:

5 4 = 20

Which division sentence is modeled by the

same figure?

F 16 4 = 4

20 4 = 5

H 25 5 = 5

J 20 10 = 2

Liam and Samantha each used a different

number sentence to solve the same problem.

Liam used this number sentence:

21 6 = 126

Which of the following number sentences

could Samantha have used to check Liams

answer?

A 21 + 6 = 27

B 126 21 = 105

126 6 = 21

D 126 + 21 = 147

3 If Kano multiplied 7 times 102 and got 714,which problem could he do to check his

answer?

A 714 7 =

714 7 =

C 102 7 =

D 102 714 =


19/27A36

6

7

Score:


______

7

Use the inverse relationship to check the answer for this multiplication problem: 4 152 = 608Show your work.

Use the inverse relationship to check the answer for this division problem: 216 8 = 26Show your work.

= ______%


Is this problem correct?

Is this problem correct? No

Yes

2682 0 8+

)152

6084

2 02 00 880

4


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Name _______________________________________

A57

Mathematics Assessment 3 Category: Number SenseSkill: Comparing fractions represented bydrawings to show equivalency and to addand subtract simple fractionsStandard: N3.1


3

2 4

1 The square shows shaded.

The circle shows shaded.

What number goes in the box to make this

number sentence true?

A C

B

What number goes in the box to make this

number sentence true?

Use the figure below to help you solve the

problem.

H

G J or 1

+

3

5

1

5=

2

5

4

10

2

10

4

5

+

2

3

1

3

1

3

3

6

1

2

3

3

=

Which fractional part of a square below is

equal to ?

1

2

1

2

A

B

C

2

3

F

G

J

Which fractional part of a circle below is

equal to ?2

3

=1

2

=

1

4

=6

8

=

3

8

=2

4

=

6

8

=3

8

=

4

6

=3

6

=2

3


21/27A58

Score:


______

6

= ______%


5

6

Shade each square to show equivalent fractions.

Shade the figure below to show + , then write the sum as a fraction.1

5

2

5

3

4

6

8

=

=

3

5

any 3 shaded any 6 shaded

any 3 shaded


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Name _______________________________________

A63

Mathematics Assessment 3 Category: Number SenseSkill: Adding and subtracting simplefractionsStandard: N3.2


4

5

2

6

7

1 What is the value of ?

H

G J

What is the value of ?

A C

B


F H

J


A C

D

3

10

4

10+

8

9

3

9

5

6

3

6

4

8

+2

8

7

10

1

10

7

20

3

5

11

9

5

18

11

18

8

6

2

6

2

12

2

8

6

8

6

16

8

8

1

6

5

9

The three heroes who pulled a trapped

farmer from a burning barn divided thereward money into fourths. Robyn gave

her of the reward money to her church.

Scott gave his of the reward money to a

charity. Kim gave her of the reward

money to a homeless person. How much

of the reward money did they give away?

A

B D

A pizza was divided into eighths. Belinda

ate of the pizza. Carlos ate of the pizza.

Ty ate of the pizza. How much of the

pizza was left?

H

G J

1

41

4

14

2

4

34

4

4

1

8

2

82

8

3

8

5

8

4

8

2

8

Marinas parents brought an apple pie to a

family picnic. They divided the apple pie

into sevenths. Marina ate of the pie. Her

dad ate of the pie. How much of the piedid Marina and her dad eat altogether?

A

B D

1

7

3

1

7

2

7

3

7

4

7

2

7

1

4


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Score:


______

9

= ______%


8

9

What is the value of ? Shade in the figures below to help you solve the problem.

What is the value of ? Shade in the figures below to help you solve the problem.

2

5

2

5+

1

2

1

4+

+

+

=

=

45

34


any 2 shaded


any 1 shaded


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4

2 5

3 6

1

Name _______________________________________

A105

What is the area of the rectangle below?

What is the volume of the solid figure below

made with cubes?


made with cubes?

What is the area of the square below?


made with cubes?


made with cubes?

Mathematics Assessment 3 Category: Measurement and GeometrySkill: Determining area and volumeStandard: M1.2


A 4 units2 C 11 units2

B 7 units2 28 units2

1

1

F 6 units2 H 18 units2

G 12 units2 36 units2

1

1

F 6 cubic units

G 9 cubic units

H 10 cubic units

12 cubic units

A 8 cubic units

B 10 cubic units

16 cubic units

D 20 cubic units

A 6 cubic units 12 cubic units

B 18 cubic units D 24 cubic units

8 cubic units

G 4 cubic units

H 16 cubic units

J 12 cubic units


25/27A106

7

8

Score:

California Mathematics Content Standard: M1.2

______

8

Using the grid below, shade in a rectangle that has an area of 24 square units.

What is the volume of the figure below?

= ______%


cubic units9

(or 6 4, 4 6, or 12 2)+ + +


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Name

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

A

2.2

Extendingandrecognizingalinear

patternbyitsrules

A

2.2

Extendingandrecognizingalinear

patternbyitsrules

M

1.1

M

easuringthelengthand

comparingthemassofobjects

M

1.1

M

easuringthelengthand

comparingthemassofobjects

M

1.2

D

eterminingareaandvolume

M

1.2

D

eterminingareaandvolume

M

1.3

Findingtheperimeterofapolygon

w

ithintegersides

M

1.3

Findingtheperimeterofapolygon

w

ithintegersides

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