Math Common Core Assessments and Data -...

Math Common Core Assessments and Data Collection

5th Grade Common Core

Assessments

Data Collection

All Standards

Operations and Algebraic Thinking

Assessment and Data Collection

Pack 5th Grade Common

Core

Math Assessment

1. Solve. 3 x (6 + 1) = a. 19 b. 21 c. 10 d. 16

2. Solve. [8 x (10 - 3)] + 12= a. 68 b. 89 c. 152 d. 92

3. Solve. { [5 + (2 x 3)] x (3 x 6)}= a. 378 b. 198 b. 201 d. 388

4. Add parentheses to make the statement true. 8 x 10 + 5 = 120 a. (8) x 10 + 5 b. (8 x 10) + 5 c. 8 x (10 + 5) d. The statement is

already true.

5. Compare 36 – (3 + 6) and 36 - 3 + 6.

6. How do parentheses in an expression affect the answer?

____________________

____________________

____________________

____________________

Name: ______________________________ Date: ________

1

5.OA.1

Math Assessment

1. Choose the words that match the numerical expression. (3 + 13) x 2 a. Add three and thirteen

multiplied by two. b. Add three and

thirteen, then multiply by two.

c. Add three and thirteen, then add two.

2. Choose the numerical expression that matches the words. Add 6 and 6, then divide by 2. a. 6 + 6 ÷ 2 b. (6 + 6) ÷ 2 c. 2 ÷ 6 + 6 d. 2 ÷ (6 + 6)

3. Choose the numerical expression that matches the words. Multiply the sum of 3 and 2 by the sum of 5 and 1. a. 3 x 2 + 5 x 1 b. 3 + 2 + 5 + 1 c. (3 + 2) x (5 + 1) d. (3 x 2) + (5 x 1)

4. Choose the words that match the numerical expression. 144 ÷ 12 a. 12 divided by 144 b. Divide 144 by 12 c. 144 multiplied by 12 d. Divide 12 by 144

5. Harry bought 3 comic books. Then he bought 2 more. He did this three times. Show how many comic books he bought with a numerical equation. ____________________

6. For school, Ms. Taylor bought 10 packs of paper at $0.55 each and 6 packs of pencils at $0.75 each. Express what she purchased mathematically. ___________________

Name: ______________________________ Date: ________

2

5.OA.2

Math Assessment

1. Complete the pattern for x and y.

X starts at 0 and add 2 Y starts at 0 and add 4 2. What is the

relationship between the top and bottom number?

a. The bottom number is 4 more than the top number.

b. The top number is 4 more than the bottom number.

c. The bottom number is double the top number

d. The top number is double the bottom number.

3. Graph the pattern on your attached grid paper.

4. Complete the pattern for x and y. X starts at 2 and add 3 each time. Y starts at 20 and subtract 3 each time. 5. What is true about the

x and y numbers? a. X is decreasing and Y is

increasing. b. X is increasing and Y is

decreasing. c. X and Y are both

increasing. d. X and Y are both

decreasing. 6. Graph the pattern on your attached grid paper.

Name: ______________________________ Date: ________

3

5.OA.3

X

Y X

Y

Math Assessment Name: ______________________________ Date: ________

5.OA.3

Use this grid for #3.

Use this grid for #6

4

Operations and Algebraic Thinking Standard Date

Taught Date Taught

Date Taught

Date Taught

5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them.

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane.

Student Name: _____________________________

Notes:

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

__________________________________________

Operations and Algebraic Thinking Student 5.OA.1 5.OA.2 5.OA.3

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Teacher: _____________________________

Operations and Algebraic Thinking

Student 5.OA.1 5.OA.2 5.OA.3

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Teacher: _____________________________

5.OA.1 1. B 2. A 3. B 4. C 5. The first

answer is 27 and the second answer is 39. The addition of the parentheses affects the answer.

6. Answers will vary. Example: The addition of parenthesis changes the order of operations.

5.OA.2 1. B 2. B 3. C 4. B 5. (3 + 2) x 3 6. (10 x 0.55) +

(6 x 0.75)

5.OA.3 1. X: 0, 2, 4, 6,

8 Y: 0, 4, 8, 12, 16 2. C 3. Check student grid for accuracy. 4. X: 2, 5, 8, 11, 14 Y: 20, 17, 14, 11, 8 5. B 6. Check student grid for accuracy.

Answer Key

Numbers and Operations: Base Ten



Core

Math Assessment

1. Which statement is true about the numbers? A. 6,532 B. 63,498 a. The 6 in number labeled A

is 10 times as much as the 6 in number labeled B.

b. The 6 in number labeled A is 1/10 the amount of the 6 in number labeled B.

c. The 6 in number labeled B is 1/10 the amount of the 6 in number labeled A.

2. Which statement is true about the numbers? A. 15,325 B. 91,364 a. The 1 in number labeled A

is 10 times as much as the 1 in number labeled B.

b. The 1 in number labeled A is 1/10 the amount of the 1 in number labeled B.

c. The 1 in number labeled B is 10 times as much as the 1 in number labeled A.

3. Which statement is true about the numbers? A. 6.90 B. 5.094 a. The 9 in number labeled A

is 1/10 the amount of the 9 in number labeled B.

b. The 9 in number labeled B is 10 times as much as the 9 in number labeled A.

c. The 9 in number labeled B is 1/10 the amount of the 9 in number labeled A.

4. Which number has a 3 with the largest value? A. 3.65 B. 1.365 C. 3,185

a. The number labeled A b. The number labeled B c. The number labeled C How do you know?

_______________________

_______________________

5. Compare the number 2 in the following numbers. A. .0265 B. .1325

_______________________

_______________________

6. What happens to the value of a number if it is moved one place value to the left?

_______________________

_______________________

Name: ______________________________ Date: ________

1

5.NBT.1

Math Assessment

1. Solve the multiplication problems and explain the pattern that you notice with the products.

63 x 10 = 63 x 100 =

63 x 1, 000 =

_______________________

_______________________

_______________________

2. Solve the division problems and explain what happens to the decimal point.

512.3 ÷ 10 = 512.3 ÷ 100 =

512.3 ÷ 1,000 =

_______________________

_______________________

_______________________

3. Solve the multiplication problems. Explain what happens to the decimal point.

7.98 x 101 =

7.98 x 102 =

7.98 x 103 =

7.98 x 104 =

_______________________

_______________________

_______________________

4. Solve the division problems. Explain the pattern that you notice.

4,059 ÷ 101 =

4,059 ÷ 102 =

4,059 ÷ 103 =

4,059 ÷ 104 =

_______________________

_______________________

_______________________

5. Express in exponential notation. 5 x 5 x 5 x 5 8 x 8 10 x 10 x 10 3 x 3 x 3 x 3 x 3

6. Express in base-ten numeral form. 103

45

72

64

Name: ______________________________ Date: ________

2

5.NBT.2

Math Assessment

1. Which shows 2.65 in expanded form?

a. 2 x 1 + 6 x 10 + 5 x 100 b. 2 x 1 + 6 x (1/10) + 5 x

(1/100) c. 2 + 6 + 5 d. 2 x 1 x 6 x (1/1) 5 x (1/10)

2. Which shows 13.789 in number name form? a. Thirteen and seven hundred

eighty nine b. Thirteen and seven hundred

eighty nine hundredths c. Thirteen and seven hundred

eighty nine thousandths

3. Choose the number name form for .054. a. Fifty four thousandths b. Fifty four hundredths c. Five four thousandths d. Fifty four tenths

4. Which decimal comparison is true? a. 0.365 > .4 b. 1.15 = .115 c. .3 = .300 d. 4.4 < 4

5. Write in number name form. .5 _____________________ 4.13 ___________________ _______________________

6. Write in expanded form. .98 ____________________ 1.32 ___________________ _______________________

7. Compare using <,>, or =. 0.56 _____0.65

0.198 _____0.2

8.9 ______8.90

8. Put the decimals in order from least to greatest.

0.35, 0.4, 0.41, .389, 0.45

_______________________

Name: ______________________________ Date: ________

3

5.NBT.3

Math Assessment

1. What is 4.55 rounded to the nearest tenth? a. 4.5 b. 4.6 c. 5 d. 4

2. What is .089 rounded to the nearest hundredth? a. 0.1 b. 0.09 c. 0.9 d. 0.08

3. What is 2.3 rounded to the nearest ones place? a. 2.9 b. 2 c. 3 d. 30

4. What is 3,756.9 rounded to the nearest hundred? a. 3,800 b. 3,700 c. 4,000 d. 3,760

5. Round 19.56 to the nearest tenth.

__________________

6. Round 1.32 to the nearest ones place.

__________________

7. Michael has $456.89 saved. What is $456.89 rounded to the nearest tens place?

__________________

8. Round 16.989 to the nearest hundredth. __________________

9. Round 6.99 to the nearest tenth.

__________________

10. Round 6,756.13 to the nearest thousand.

__________________

Name: ______________________________ Date: ________

4

5.NBT.4

Math Assessment

1. What is 365 x 52? a. 15,770 b. 18,824 c. 2,555 d. 18,980

2. What is 2,312 x 17? a. 18,496 b. 39,304 c. 38.125 d. 18, 500

3. Solve. 8,752 x 28

4. Solve. 954 x 108

5. Wal-Mart has 659 packs of calculators. If each pack contains 3 mini-calculators, how many total calculators are in all the packs?

6. A large candy bar distributor is packing 546 crates of candy bars. If each 2,197 candy bars fit in each crate, how many total candy bars will they be able to pack?

Name: ______________________________ Date: ________

5

5.NBT.5

Math Assessment

1. What is 413 ÷ 7? a. 58 b. 59 c. 57 r 8 d. 58 r 3

2. What is 933 ÷ 15? a. 61 r 18 b. 61 c. 62 d. 62 r 3

3. Solve.

4. Solve.

5. A mechanic has 728 tires to store. He stores them in groups of 56. How many groups will he have?

6. A restaurant has ordered 998 napkins. They wash them in loads of 44 napkins each. How many loads will it take to wash all the napkins?

Name: ______________________________ Date: ________

6

5.NBT.6

23 2,047 32 290

Math Assessment

1. What is 1.65 + 2.19? 2. What is 18.1 – 7.98?

3. Solve. 3.15 X 0.5

4. Solve.

5. Samuel has $35.55 to divide between his five cousins for Christmas. How much will each cousin get?

6. Yesterday, Michael ran 2.7 miles and Jose ran 3.6 miles. How many miles did both boys run together?

Name: ______________________________ Date: ________

7

5.NBT.7

3.6 2.88


Standard Date Taught

Date Taught

Date Taught

Date Taught

5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

5.NBT.3 Read, write, and compare decimals to thousandths.

5.NBT.4 Use place value understanding to round decimals to any place.

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors.

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths.

Student Name: _____________________________

Notes: ____________________________________

__________________________________________

__________________________________________

Numbers and Operations: Base Ten Student

5.NBT.1 5.NBT.2

5.NBT.3

5.NBT.4

5.NBT.5

5.NBT.6

5.NBT.7

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Teacher: _____________________________


Student 5.NBT.1

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Teacher: _______________________________

Answer Key 5.NBT.1 1. B 2. A 3. C 4. C Explanations will

vary. 5. The 2 in the

number labeled A is 10 times the value of the 2 in the number labeled B.

6. The value increases.

5.NBT.2 1. 630; 6,300; 63,000 2. 51.23; 5.123;

0.5123 3. 79.8; 798; 7,980;

79,800 4. 405.9; 40.59;

4.059; 0.4059 5. 54; 82; 103; 35

6. 10x10x10 4x4x4x4x4 7x7 6x6x6x6

5.NBT.3 1. B 2. C 3. A 4. C 5. five tenths; four

and thirteen hundredths

6. 9 x (1/10) + 8 x (1/100); 1 x 1 + 3 x (1/10) + 2 x (1/100)

7. <; <; = 8. 0.35, .389, 0.4,

0.41, 0.45

5.NBT.4 1. B 2. B 3. B 4. A 5. 19.6 6. 1 7. 456.9 8. 16.99 9. 7 10. 7,000

5.NBT.5 1. D 2. B 3. 245,056 4. 103,032 5. 1,977 mini

calculators 6. 1, 199,562 candy

bars

5.NBT.6 1. B 2. D 3. 89 4. 9 R 2 5. 13 groups 6. 23 loads

5.NBT.7 1. 3.84 2. 10.12 3. 1.575 4. 0.8 5. $7.11 6. 6.3 miles

Numbers and Operations: Fractions



Core

Math Assessment

1. Solve. Simplify the fraction if needed. a. b.

c.

2. Solve. Simplify the fraction if needed. a. b.

c.

3. Solve. Simplify the fraction if needed.




Name: ______________________________ Date: ________

1

5.NF.1

3 9 +

1 3 =

4 12 7 9 2 3

4 6 -

1 9 =

3 54 5 9 30 54

1 8 +

2 12 =

5 10 -

1 4 =

5 6 +

3 8 =

2 3 -

2 16 =

Math Assessment

1. Jami and Shana are eating

from the same box of cereal.

Jami eats of the box and

Shana eats of the box. How

much of the cereal do they eat

together? Simplify the

fraction. a. b.

c.

2. Nancy and Ragen are

drinking from the same quart

jug of water. Nancy drinks

of the quart and Ragen drinks

. How much more does

Nancy drink than Ragen?

Simplify the fraction if

needed. a. b.

c.

3. Jamal reads for an hour

on Monday and of an hour on

Tuesday. How much more did

he read on Monday than on

Tuesday?

4. Samantha bought one pound

of flour from the grocery

store. She used of the

pound the 1st week and of

the pound the 2nd week. How

much of the pound did she use

both weeks?

5. Decide if the answer to this problem is reasonable. Explain why or why not.

6. Use benchmark fractions to estimate the answer to this problem. a. Greater than 1 b. Less than 1

Name: ______________________________ Date: ________

2

5.NF.2

2 12

1 3

3 12

5 12 3 6

1 4

2 6

4 18 1 2

4 6

1 3

1 2

4 9 1

18

1 8 +

1 2 =

1 2

8 9 +

2 4 =

Math Assessment

1. Write the below fraction as a division problem.

2. Write the below division problem as a fraction.

1 ÷ 3

3. A local candy shop is dividing 8 pounds of jelly beans equally into 3 containers. How many pounds of jelly beans will go in each container?

4. A family has purchased 5 pounds of ground beef. The mom wants to package the beef into 6 equal bags. How much will go into each bag?

5. The school cafeteria has 6 gallons of lemonade to distribute equally into 4 containers. How much lemonade will go into each container?

6. After a party, Shanelle had 5 cupcakes left over. She wanted to split them between herself and her 2 sisters. How many cupcakes will each girl get?

7. Jim gives 3 candy bars to his six friends. Express this as a fraction.

8. Michael splits 15 ounces of tea into 2 glasses. Express this as a mixed number.

Name: ______________________________ Date: ________

3

5.NF.3

7 9

Math Assessment

1. Solve. 2. Solve.

3. Solve. 4. Solve.

5. Find the area of the rectangle.

6. My bedroom is 8 feet long

and 5 feet wide. What is

the area of my bedroom?

7. Everyday, Mr. Frank ran of a mile before school. How

much did he run after 5 days?

.

Name: ______________________________ Date: ________

4

5.NF.4

1 9 x

2 6 = 3

5 x 2 4 =

1 2 x 3 = 2

3 x 5 =

1 2 1 cm.

4 cm.

1 3 3

4

3 4

Math Assessment

1. Which statement is true about the product of the below multiplication problem? a. The product will be greater than 3 because it is groups of 3.

b. The product will be less than 3 because the 3 is being multiplied by a factor less than 1.

c. The product will be more than 3 because the 3 is being multiplied by a factor greater than 1.

2. Which statement is true about the product of the below multiplication problem? a. The product will be less than 2 because the 2 is being multiplied by a factor less than 1.

b. The product will be more than 2 because the 2 is being multiplied by a factor greater than 1.

c. The product will be equal to 2 because the 2 is being multiplied by a factor equal to 1.

3. Without solving, determine which product will be greater. Explain your answer.

A. 15 x 5 or B. 15 x 3

_______________________

_______________________

4. Without solving, determine which product will be smaller. Explain your answer. A. or B.

_______________________

_______________________

5. Without solving, which multiplication problem will have a product equal to 7? How do you know?

________________________________________________

________________________________________________

Name: ______________________________ Date: ________

5

5.NF.5

1 2 x 3 =

5 3 x 2 =

1 3 x 7

1 4 x 6

6 4 x 6

3 3 x 7 A. B.

Math Assessment

1. Billy is making 4 batches of

pancakes for a bake sale. If

each batch requires cup of

water, how much total water

will Billy need for all 4

batches?

2. Jackson has 30 sports

cards. of the cards are

baseball cards. How many of

the cards are baseball cards?

3. A recipe for cookies

requires of a stick of

butter. If I only make of

the recipe, how much of a stick

of butter will I need?

4. Julie has 10 packs of gum.

of her packs are sugar

free. How many of her packs

of gum are sugar free?

5. The dimensions of a flag are

2 ft. by 1 ft. What is the

area of the flag?

6. A toddler is playing with

blocks that are 2 in. tall. If

he stacks up 8 of them, how

tall will his stack of blocks be?

7. Create a story problem for and solve the problem.

________________________________________________

________________________________________________

________________________________________________

Name: ______________________________ Date: ________

6

5.NF.6

2 6

1 3

1 4 1

2

1 5

1 3

1 4

3 4

1 3 x 6

Math Assessment

1. Solve. 2. Solve.

3. Alex has 6 sandwiches for a luncheon. He wants to cut them into halves to feed more of his guests. After he cuts them, how many pieces will he have?

4. 5 people are sharing of a

pound of fudge. How much will

each person get?

5. How many cup servings

are in 4 cups of walnuts?

6. How much bread will each

person get if 3 people share

of a loaf?

7. Create a story problem for and solve.

________________________________________________

________________________________________________

________________________________________________

Name: ______________________________ Date: ________

7

5.NF.7

1 3 ÷ 4 =

1 4 ÷ 6 =

1 5

1 3 1

2

1 2 ÷ 6



Date Taught

Date Taught

Date Taught

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators.

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers.

5.NF.3 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers.

5.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction.

5.NF.5 Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor. b. Explaining what happens when you multiply a factor by a fraction greater than 1, less than 1, equal to 1.

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers.

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

Student Name: _____________________________

Notes: ____________________________________

__________________________________________

Numbers and Operations: Fractions Student

5.NF.1 5.NF.2

5.NF.3

5.NF.4

5.NF.5

5.NF.6

5.NF.7

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Teacher: _____________________________


Student 5.NF.1

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Teacher: _______________________________

Answer Key 5.NF.1 1. C 2. B 3. 7/24 4. 1/8 5. 1 5/24 6. 13/24

5.NF.2 1. C 2. A 3. 1/6 of an hour 4. 9/18 or ½ of the

pound 5. No. Explanations

will vary. 6. A

5.NF.3 1. 7 ÷ 9 2. 1/3 3. 2 2/3 pounds 4. 5/6 of a pound 5. 1 ½ gallons 6. 1 2/3 cupcakes 7. 3/6 8. 7 1/2

5.NF.4 1. 2/54 or 1/27 2. 6/20 or 3/10 3. 1 ½ 4. 3 1/3 5. 6 square cm. 6. 47 11/12 square

feet 7. 3 ¾ miles

5.NF.5 1. B 2. B 3. A 4. A 5. B Explanations will vary.

5.NF.6 1. 1 2/6 or 1 1/3 cups 2. 10 of the cards 3. 1/8 of a stick 4. 2 of the packs 5. 2 11/12 square feet 6. 22 inches 7. 2. Story problems

will vary.

5.NF.7 1. 1/12 2. 24 3. 12 pieces 4. 1/25 of a pound 5. 12 servings 6. 1/6 of a loaf 7. 1/12. Story

problems will vary.

Measurement and Data


Pack


Math Assessment

1. Convert the length measurements. 1 foot = _______ inches 1 mile = _______ feet 1 mile= _______ yards 1 yard= _______ feet 1 kilometer= ______ meter 1 meter = _______ centimeters 1 centimeter= ______millimeters

2. Convert the weight measurements. 1 ton = ________ pounds 1 pound= ________ ounces 1 kilogram= _______ grams 1 gram=_________ milligrams

3. Convert the capacity measurements. 1 cup= _____ fluid ounces 1 pint = _____ cups 1 quart = _____ pints = _____ cups 1 gallon = ____quarts= ____pints

4. Jake ran 1 mile on Monday and 0.5 mile on Tuesday. Convert the total amount of miles into feet.

5. A local café makes 3 gallons of sweet tea. They sell 1.5 gallons. How much lemonade in quarts do they have left?

6. A baby is born weighing 8 lbs. The baby grows 2 lbs. a week. How many ounces does the baby weigh after 3 weeks?

Name: ______________________________ Date: ________

1

5.MD.1

Math Assessment

1. Make a line plot with the following numbers. Answer the questions that follow. 2. Which amount was the most frequent? 3. Which amount was the least frequent?

4. Make a line plot with the amounts of soil that a gardener has in pounds. Answer the questions that follow. 5. How much total soil does the gardener have? 6. If the gardener redistributed the soil into bags with equal amounts, how much soil would be in each bag?

Name: ______________________________ Date: ________

2

5.MD.2

1 4

1 4

1 4

1 2

1 4

1 2

1 8

1 4

1 2

1 8

1 8

1 8

1 4

1 4

1 2

1 2

Math Assessment

1. The length of this cube is 1 yard. What is the volume of the cube? a. one yard b. one cubic yard c. two cubic yards d. two yards

2.What would the length of a cube have to be in order for the cube to have a volume of 1 cubic mile? a. 1 mile b. 2 miles c. 1 yard d. ½ mile

3. This cube is made from 26 smaller cubes that each have the volume of 1 cubic inch. None of the cubes overlap. What is the volume of the cube? a. 1 cubic inch b. 26 cubic inches c. 25 cubic inches

4. A cube is made of x number of smaller cubes that each have the volume of 1 cubic inch. The smaller cubes do not overlap and there are no gaps. What would the volume of the cube be? a. x+1 cubic feet b. 4x cubic inches c. x cubic inches

5. Write 4 cubic miles in exponential notation.

6. Write 15 cubic inches in exponential notation.

Name: ______________________________ Date: ________

3

5.MD.3

Math Assessment

1. The below shape is made up of smaller cubes with a volume of 1 cubic inch. What is the volume of the shape ?

2. Each smaller cube in the cube below is one cubic centimeter. What is the volume of the cube?

3. Look at the shape below. Each smaller cube has a volume of 1 cubic mile. What is the volume of the shape below?

4. What is the volume of the shape below if all of the smaller cubes have a volume equal to 1 ft3?

5. Would you use the same cubic units to measure the volume of a zoo size aquarium as you would for a box of books? Explain your answer.

6. Which of the following do you think would be measured in cubic inches? a. a swimming pool b. a cage at the zoo c. a pencil box d. a classroom

Name: ______________________________ Date: ________

4

5.MD.4

Math Assessment

1. What formula would you use to find the volume of a right rectangular prism?

2. Find the volume of the shape below.

3. Find the volume of the shape below.

4. Jessica has a jewelry box with a base of 6 inches by 3 inches. The height is 7 inches. What is the volume of her jewelry box?

5. A wedding cake was made with three layers. The bottom layer: b= 64 inches2 h= 2 inches The middle layer: b= 36 inches2 h= 2 inches The top layer: b=16 inches2 h= 2 inches What is the total volume of the cake?

Name: ______________________________ Date: ________

5

5.MD.5

6 ft.

2 ft. 12 ft.

24 in.

6 in. 3 in.

Measurement and Data Standard Date

Taught Date Taught

Date Taught

Date Taught

5.MD.1 Convert among different-sized standard measurement units within a given measurement system, and use these conversions in solving multi-step, real world problems.

5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots.

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume. b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.

5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Student Name: _____________________________

Notes: ____________________________________

__________________________________________

__________________________________________

Measurement and Data Student 5.MD.1 5.MD.2 5.MD.3 5.MD.4 5.MD.5

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Teacher: _____________________________

Measurement and Data

Student 5.MD.1 5.MD.2 5.MD.3 5.MD.4 5.MD.5

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Teacher: _____________________________

Answer Key 5.MD.1 1. 12; 5,280; 1,760; 3 1,000; 100; 10 2. 2,000; 16; 1,000; 1,000 3. 8; 2; 2; 4; 4; 8 4. 7,920 feet 5. 6 quarts 224 ounces

5.MD.2 1. Check line plot for

accuracy. 2. ¼ 3. 1/8 4. Check line plot for

accuracy. 5. 2 5/8 pounds 6. 7/24 of a pound

5.MD.3 1. B 2. A 3. B 4. C 5. 4 miles3

6. 15 inches3

5.MD.4 1. 48 cubic inches 2. 24 cubic

centimeters 3. 40 cubic miles 4. 12 ft3

5. No. Explanations will vary.

6. C

5.MD.5 1. l x w x h or lwh 2. 144 cubic feet 3. 432 cubic inches 4. 126 cubic inches 5. 232 cubic inches

Geometry


Pack


Math Assessment

Tell the coordinates for each image.

Name: ______________________________ Date: ________

1

5.G.1

__ , __

__ , __

__ , __

__ , __

A

B

E

D

C

Tell which letter can be found at the coordinate pair.

8, 5 ________ 5, 8 ________ 4, 4 ________ 1, 2 ________ 2, 1 ________

Math Assessment

Graph the data from the table onto the grid.

Name: ______________________________ Date: ________

2

5.G.1

X 6 10 14 18 22

Y 8 12 16 20 24

Math Assessment Name: ______________________________ Date: ________

3

5.G.2

Graph the coordinate pairs and label them correctly. 7, 6 Letter A 2, 3 Letter B 3, 2 Letter C 8, 8 Letter D 9, 10 Letter E

A local bookstore is tracking the sales of a recent best seller. Graph the information from the table onto the coordinate grid.

Month Copies Sold

1st 15

2nd 12

3rd 6

4th 13

5th 18

6th 20

What trend or pattern do you notice with the sales? __________ __________________________________________________________________________________________________

Math Assessment

1. I drew an 8 sided shape. When I measured it, I noticed that my sides were not equal. Is my shape still a polygon? Explain your answer.

2. Decide if the answer to this question is sometimes, always, or never. Explain how you know. A parallelogram is a square—sometimes, always, or never?

3. My friend drew a shape that she said was a square. The teacher said that it was not a square. How can my friend check to see if it is?

4. Samuel wrote in his journal, “All squares are rectangles, but not all rectangles are squares.” Is this statement true? Explain your answer.

5. All rectangles have 4 right angles and all squares are rectangles. What can you conclude about squares from this statement?

6. All triangles have angles that add up to 180 degrees. What can you conclude about acute triangles from this statement?

7. The teacher asked her class to draw a parallelogram. Student 1 drew a square, Student 2 drew a rectangle, Student 3 drew a rhombus. Which students were correct? Explain your answer.

Name: ______________________________ Date: ________

4

5.G.3

Math Assessment

1. Complete the hierarchy.

2. Complete the hierarchy.

3. Create a hierarchy with the following shapes. triangle, quadrilateral, polygon, acute triangle , obtuse triangle ,

square, right triangle, parallelogram, trapezoid

Name: ______________________________ Date: ________

5

5.G.4

Polygons

Triangle Quadrilateral

Geometry


Date Taught

Date Taught

Date Taught

5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond.

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

5.G.4. Classify two-dimensional figures in a hierarchy based on properties.

Student Name: _____________________________

Notes: ____________________________________

__________________________________________

Geometry Student 5.G.1 5.G.2 5.G.3 5.G.4

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Teacher: _____________________________

Geometry

Student 5.G.1 5.G.2 5.G.3 5.G.4

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Teacher: _____________________________

Answer Key 5.G.1 Page 1: 1. 3,9 2. 8,8 3. 5, 5 4. 3,3

5. E 6. D 7. C 8. A 9. B Page 2: Check grid for accuracy.

5.G.2 1-5 Check grid for accuracy 6. Check grid for accuracy. 7. The sales decreased until the 4th month and then increased again.

5.G3 1. Yes. Explanations will

vary. 2. Never. Explanations will

vary. 3. Measure the sides to

ensure all sides are equal. Check to make sure there are 4 sides.

4. True. Explanations will vary.

5. All square have 4 right angles.

6. All acute angles have angles that add up to 180 degrees.

7. All students are correct. Explanations will vary.

5.G.4 1. Acute Triangle, Right Triangle, Obtuse Triangle or Isosceles

Triangle, Scalene Triangle, Equilateral Triangle 2. Polygons; Quadrilateral shapes will vary. 3.

Polygon

Quadrilateral

Parallelogram Trapezoid

Square

Triangle

Acute Triangle

Right Triangle

Obtuse Triangle

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