1 Set 1 1. Cameron bought a package of bean seeds to plant at least two rows of beans. He wants each row to have the same number of seeds but found that this was not possible. Which of the following could have been the number of seeds in the package? a. 12 b. 17 c. 18 d Tyson had 7 buckets. Each bucket was filled with 576 shells. Which equation could Tyson use to find how many shells he had in all? a b c d. 576 x 7 3. Ricky picked 25 more than twice as many peaches as his friend. His friend picked 42 peaches. Write a numerical expression to represent the situation.
2 Set 2 1. Which number is not a multiple of either 4 or 6? a. 8 b. 12 c. 14 d Which number sentence below is correct? a. 2,233,434 > 2,323,434 b. 2,323,434 > 2,233,434 c. 2,033,434 > 2,303,434 d. 2,303,434 > 2,323, Marcus travels 38 miles each day to go to work. In March, Marcus worked 23 days. How many miles did Marcus travel in March? Show your work or explain your thinking.
3 Set 3 1. Solve the expression below. Choose the correct answer. [72 9 x (21-15)] a. 34 b. 14 c. 39 d Which expression is one one-hundredth of 500? a. 100/500 b c. 500/100 d Sarah is having difficulty determining the difference between factors and multiples. a. Define a multiple. List the first 6 multiples of 15. b. Define a factor. List all the factors of 15.
4 Set 4 1. If a number is composite, which of these statements must be true about the number? a. It is an odd number b. It is an even number. c. It has only two factors. d. It has more than two factors. 2. Which expression has a value of 4? a. (8-4) x (3-2) b. 1 + (1x2) c. (6-2) x 2 d. (7x1) 4 3. Write the numbers below in order from least to greatest. Using what you know about place value explain your thinking. 2,202,334 2,220,334 2,022,030
5 Set 5 1. A group of six friends ate dinner at a restaurant. Three of the friends ate a $7 meal and the other three ate a $9 meal. After dinner, they all shared one dessert that cost $6. Which equation represents this story problem? a. (3x7) + (3x9) +6 b. (3+7) x (3+9) +6 c. (3x7) + (3x9) x6 d. (3+7) x (3+9) x6 2. Juan baked 195 cupcakes for the bake sale. If he puts 12 cupcakes in each zip lock bag, how many bags will he fill completely? a. 15 bags b. 16 bags c. 17 bags d. 18 bags 3. Scott is reading books from the Harry Potter series. If he reads 394 pages in his book every day, how many pages will he read in two weeks? Show your work or explain your thinking.
6 Set 6 1. Kim has 422 inches of yarn. She needs to use 32-inch pieces for an art project. Which equation below shows how many 32-inch pieces of yarn Kim will have and how much will be left over? a. 13 x 32 = 422 b. 14 x 32 = 422 c = 13r6 d = 14r6 2. This cube is made from 27 smaller cubes that each has the volume of one cubic inch. What is the volume of the larger cube? A. one cubic inch B. 9 cubic inches C. twenty-seven cubic inches D. 3 cubic inches 3. Compare the numbers below using >, < or =. Justify your answers in the space provided. a. 19,009 19,090 b. 968, ,305 c. 72,066 72,660
7 Set 7 1. The height of this cube is one inch. What is the volume of the cube? A. six cubic inches B. one cubic inch C. one inch D. 3 cubic inches 2. Look at the rectangular prism below. Measure the volume by counting the cubes. What is the volume in cubic inches? a. 48 cubic inches b. 36 cubic inches c. 44 cubic inches d. 38 cubic inches
8 Set 7 (continued) 3. Amanda and Kevin each solved the expression below. Who is correct? Explain how you know. Amanda: 60 5 x (20-14) 12 x (20-14) Kevin: 60 5 x (20-14) 60 5 x 6 12 x 6 72
9 Set 8 1. Look at the figure below. Measure the volume by counting the cubes. What is the volume in cubic centimeters? a. 16 cubic centimeters b. 18 cubic centimeters c. 20 cubic centimeters d. 12 cubic centimeters 2. Which expression would not correctly determine the volume of the figure below? a. (4x2x2) + (4x2) b. (2x8) + (4+4) c d. (6x2) + 4
10 Set 8 (continued) 3. Spencer wants to put his 2,188 baseball cards in a binder. Each page in the binder holds 14 baseball cards. If Spencer puts 14 cards on each page, how many cards will be on the last page in the binder? Show your work and explain your thinking.
11 Set 9 1. If all rectangles have four right angles and squares are rectangles, then a. all squares are bigger than all rectangles b. all squares are smaller than all rectangles c. all squares have sides of the same length d. all squares have four right angles 2. The figure below is made up of 1-inch cubes. What is the volume of the figure? a. 96 cubic inches b. 120 cubic inches c. 60 cubic inches d. 68 cubic inches
12 Set 9 (continued) 3. This rectangular prism is made up of one-centimeter cubes. a. What is the volume of the prism? b. Explain two different ways of finding the volume of the rectangular prism.
13 Set If all quadrilaterals have four sides and a parallelogram is a quadrilateral, then a. all parallelograms have parallel lines b. all parallelograms have four sides c. all parallelograms are triangles d. all parallelograms are rectangles 2. Which expression below has equivalent fractions to +? a. + b. + c. + d. +
14 Set 10 (continued) 3. Place the words from the word bank into a hierarchy diagram below. Explain your reasoning for the placement of words and how it applies to the hierarchy diagram? Polygon Word Bank: Parallelogram Trapezoid Quadrilateral Square Rectangle Rhombus 3.
15 Set Look at the visual fraction model for ¾ below. Choose the visual fraction model that is equivalent to ¾. a. b. c. d. 2. Find the difference. - = a. b. c. d.
16 3. My sister and I ate some of a Hershey bar. She ate of the candy bar and I ate of the candy bar. How much of the candy bar was left? Show your work and explain your thinking.
17 Set Tonya bought two large pizzas. The pepperoni pizza was cut in 4 equal slices. The cheese pizza was cut in 8 equal slices. If Tonya ate one piece of pepperoni pizza and 2 pieces of cheese pizza, how much pizza did Tonya eat? a. b. c. d.
18 Set 12 (continued) 2. Choose the visual model that represents x.
19 Set 12 (continued) 3. Create a story to represent (2/3) 4. Use a visual fraction model to show the quotient.
20 Set 12 (continued) 4. Write the denominator that will make the fractions equivalent. Justify your answer. =
21 Set Find the sum. + 3 = a. b. c. 5 d Which addition equation represents the fraction of beads that are black or gray? a. + = b. + = c. + = d. + =
22 Set 13 (continued) 3. Compare the two fractions below using <, >, or =. Justify your answer by using a visual fraction model. Explain your thinking.
23 Set There are 100 tennis balls at the recreation center. 13 people will share them during the practice. About how many tennis balls will each person have to use? a. 6-7 tennis balls b. 7-8 tennis balls c. 8-9 tennis balls d tennis balls 2. Which is not a visual model for x 3? a. b c. d.
24 Set 14 (continued) 3. Find the difference. Show your work or explain your thinking. - =
25 Set What do you know about the product of 82 x? a. The product will be greater than 82. b. The product will be less than 82. c. The product will be equal to 82. d. The product will be equal to Leigh and Candace each get ½ of a cake. Leigh ate of her. What fraction of the entire cake did Leigh eat? a. b. c. d.
26 Set 15 (continued) 3. Mark visited Louisville, Kentucky. On Sunday, he spent of the day at a Louisville Bats game and of the day at the skate park. What is the total fractional part of the day Mark spent in Louisville, Kentucky? Use a visual fraction model or an equation to justify your answer.
27 Set Josh exercised 3 hours on Monday. Laketa exercised times as long. How many hours did Laketa exercise? a. 3 b. 2 c. 2 d Angelo has 4 lbs of peanuts. He wants to give each of his friends 1/4 lb. How many friends can receive 1/4 lb of peanuts? Choose the visual model below that represents this scenario. Key: a. = 1 student b. c. d.
28 Set 16 (continued) 3. Lisa planted of the last of her flower garden with daffodils. What fraction of her garden is daffodils? Use a visual fraction model to justify your answer.
29 Set Which expression shows how many 1/3-cup servings are in 2 cups of raisins? a /3 b. 1/3 x 2 c. 1/3 x ½ d. 2 1/3 2. Which number shows 1/100 of 1? a b c d Angie uses of her garden for an orchard. Of the orchard, she uses for growing peach trees. What fraction of the garden grows peach trees? Justify your answer with a visual fraction model or an equation to represent the problem.
30 Set Which number shows twenty five and six hundred thirty five thousandths? a b c d Choose the expression that is not true. a > b < c. 0.5 = 0.50 d. ¼ = Kim walks daily in order to stay in shape. Some days she walks 1.75 miles on a path in the park and some days she walks 1.5 miles on her treadmill. How far will Kim walk in one week if she walks in the park three days and on her treadmill four days? Show your work.
31 5th GRADE FLASHBACKS SETS 1-9 Answer Key Set 1 Standard Question Answer 4.0A.4 1 b NBT.5 2 d. 576 x 7 5.OA.2 3 Short Answer: (42x2) Set 2 Standard Question Answer 4.0A.4 1 c NBT.5 2 b. 2,323,434 > 2,233,434 4.NBT.5 3 Short Answer: 38x23 with a correct strategy and/or explanation to get the product of 874 miles. 38 miles x 23 days = 874 total miles Set 3 Standard Question Answer 5.OA.1 1 a OA.2 2 c. 500/100 4.OA.4 3 Short Answer: a. A multiple is a number that you say when you skip count by a given number (n) starting at that number (n); it is the product of a multiplication problem; (15, 30, 45, 60, 75, 90) b. A factor is a number that can divide evenly into a given number; It is the numbers you multiply together to get a given product; (1,3,5,15)
32 Set 4 Standard Question Answer 4.OA.4 1 d. It has more than two factors. 5.OA.1 2 a. (8-4)x(3-2) 4.NBT.2 3 2,022,030 2,202,334 2,220,334 Look for a correct explanation including the value of the 100,000 and 10,000 places. Set 5 Standard Question Answer 5.OA.2 1 a. (3x7) + (3x9) NBT.6 2 b. 16 bags 4.NBT.5 3 (394x7) x 2 = 5,516 pages; 394 x7 = x2 = 5,516 or = 5,516 pages Set 6 Standard Question Answer 5.NBT.6 1 c = 13r6 5.MD.3 2 c. twenty-seven cubic inches 4.NBT.2 3 Short Answer: a. 19,009 _< 19,090 b. 968,305 = 968,305 c. 72,066 _< 72,660 Look for an explanation explaining the value of the places. Set 7 Standard Question Answer 5.MD.3 1 b. one cubic inch 5.MD.4 2 a. 48 cubic inches 5.OA.1 3 Short Answer: Kevin is correct: Amanda started with 60 divided by 5 and she should have started with the
33 parentheses because of the order of operations. Kevin started correctly but should have done 60 divided by 5 which = 12 and then 12 x 6 = 72 because of order of operations with multiplication and division you work left to right. Set 8 Standard Question Answer 5.MD.4 1 c. 20 cubic centimeters 5.MD.5 2 d. (6x2) NBT.6 3 Short Answer: He would have 4 cards on his last page. 2,188 divided by 14 = 156 R. 4 That means that there are 156 full pages of 14 cards and on the 157 th page there is only 4 cards. Look for a correct strategy to solve 2,188/14. Set 9 Standard Question Answer 5.G.3 1 d. all squares have four right angles 5.MD.5 2 a. 96 cubic inches 5.MD.5 3 Short Answer: Length x width x height = 60 cubic cm 4cm x 5cm x 3 cm = 60 cubic cm The bottom layer has the dimensions 4 and 3, so 4 X 3 = 12 cubic centimeters. There are 5 layers; 12 x 5 = 60 cubic cm. Set 10 Standard Question Answer 5.G.3 1 b. all parallelograms have four sides 5.NF.1 2 C. 9/12 + 8/12 5.G.4 3 Short Answer: 1.) Quadrilateral 2.) Parallelogram 3.) Square A correct explanation may include that
34 all Quadrilaterals have 4 sides so all the shapes listed would fall under quadrilateral. A parallelogram is any quadrilateral with two sets of parallel sides and all the other shapes fall under parallelogram. A square would be last because it is a specific parallelogram that is a rectangle with equal sides and equal angles. Set 11 Standard Question Answer 4.NF.1 1 B. 9/12 5.NF.1 2 B. 17/24 5.NF.2 3 Short Answer: 1/3 + 4/6 = 2/6 + 4/6 = 6/6 = 1 whole candy bar There wasn t any left because they ate the whole candy bar. The explanation could also include a visual fraction model. Set 12 Standard Question Answer 5.NF.2 1 C. ½ 5.NF.4 2 C. 5.NF.7 3 Short Answer: Look for an appropriate story or word problem. For example, four students split 2/3 of a pizza. How much of the pizza did each student get? The answer should include a visual fraction model. 4.NF.1 4 Short Answer: The denominator is 8. The explanation could include drawing a visual fraction model that shows
35 2/16 of one bar is equivalent to 1/8 of another bar the same size. The explanation could also include simplifying 2/16 by dividing the numerator and the denominator by 2. Set 13 Standard Question Answer 5.NF.1 1 D. 55/12 5.NF.2 2 B. 9/12 4.NF.2 3 Short Answer: ¾ < 7/8. Students may draw a number line, two fraction bars, or any other fractional models in which ¾ and 7/8 are marked showing that ¾ is less than 7/8. Set 14 Standard Question Answer 5.NF.3 1 B. 7-8 tennis balls 5.NF.4 2 D. 5.NF.1 3 Short Answer: 2/60 or 1/30 Students may find the difference by finding a common denominator for 1/5 and 2/12 and then subtracting the fractions. Students might also subtract by drawing fraction models. Set 15 Standard Question Answer 5.NF.5 1 B. The product will be less than NF.6 2 A. 1/3 5.NF.1 3 Short Answer: 3/12 or ¼ of the day Students may include the equation: 1/6 + 1/12 =
36 2/12 + 1/12 = 3/12 = ¼ of the day Students may draw a visual fraction model to represent 1/6 and 1/12 and add them together. Set 16 Standard Question Answer 5.NF.6 1 C. 2 5/8 5.NF.7 2 A. 5.NF.4 3 Short Answer: The fraction of her garden that is daffodils would be 3/15 or 1/5. Students may show an array model that has 3/5 of 1/3 shaded. Set 17 Standard Question Answer 5.NF.7 1 D. 2 1/3 5.NBT.1 2 C NF.6 3 Short Answer: The fraction of her garden that grows peach trees is 2/15. Students may draw an array model and shade 2 out of 15 parts. They may also include an equation (1/3 x 2/5 = 2/15). Set 18 Standard Question Answer 5.NBT.3 1 D NBT.3 2 A > NBT.7 3 Short Answer: Kim will walk miles. Students may multiply and then add the distances together (1.75 x 3) + (1.5 x 4). Students may do repeated addition ( = 11.25).
School: Cumberland County Elementary CUMBERLAND COUNTY SCHOOL DISTRICT BENCHMARK ASSESSMENT CURRICULUM PACING GUIDE Subject: Math Grade: 5th Benchmark Assessment 1 Instructional Timeline: Weeks 1-9 Topic(s):
Represent and solve problems involving multiplication and division. 3.OA.1.Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in 5 groups of 7 objects each. For example,
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