On Wednesday November 27, 2013 I gave the Chapter 1 math test to Austen.

Before he did the test I thoroughly read and went through every question with him and the other three students that took the same test. 1. Carson used place-value blocks to show this number. What number can Carson write for the place-value blocks? Below the problem there is a picture of place value blocks. We counted how many hundreds there were, how many tens there were, and how many ones there were. I told them that I will not give them the answer, and that they needed to write the number being represented on the answer line. 2. The chart below shows the number of people that went to the movies one weekend. Write the numbers in order from least to greatest. Below the answer is a chart that has the data showed. I touched on what least meant and what greatest meant. I asked them of the numbers 1 and 10 which is least and which is greatest. Austen answered the question correctly. 3. Diana has this amount of money in her wallet. How much money does she have? Below a picture of 1 five-dollar bill, 2 one-dollar bills, 1 quarter, 4 dimes, 1 nickel, and 1 penny. I told them to make sure that they labeled the money and decimal, and that all they needed to do was to count the money. 4. Write the value of the 2 in the number 238,855. I told them that they needed the numerical value. NOT the place value. 5. The place value chart shows the number of people that visited a water park in one week. Write the number in expanded form. Below is a chart with a 5 in the thousands block, 0 in the hundreds, 6 in the tens, 2 in the ones. I told them that they needed to write that number in expanded form. I asked them what expanded form was. They all raised their arms wide and said big and expanded. Someone even said that it is the one with all the zeros and plus. 6. Write the number 60,782 in word form. I said that they need to use words not numbers. 7. The chart below shows the number of students in three towns. Below is a chart with that data on it. Which town has a greater number of students than 1,698? I said that I wanted them to write the TOWN and not the

number. Then I asked them if I wanted them to write the greater number? They said no. Then I asked them if I wanted them to write the name of the town? They said yes. 8. Write the number 35 in ordinal word form. They had ordinal word form cheat sheets that they were allowed to use for the test. 9. The chart below shows the score that three students sored on a video game. Below is a chart with the data. Which number comes between 5,000 and 6,000. I took two numbers that wouldnt fit in that number range and asked them if they would fit? One was 4,999 and the other was 6,001. We discussed it and decided no because 4,999 is smaller than 5,000 and 6,0001 is bigger than 6,000. 10. Write the standard form of the number for 50,000+6,000+80+4. I said that standard form is regular form and that if they need to add them all together to get the answer that they may. 11. Write the standard form for nine hundred forty. I said that all they needed to do is to write the number word into regular numbers. I reminded them that they are doing the same thing that they did question in ten. 12. Jason has the coins below in his pocket. Write how much money Jason has. There is a picture of 2 quarters, 1 dime, 2 nickels, and 3 pennies. I told them they can either count the money if they know how to do that or they can add the value of the coins together on the side of their problem. 13. Wendy buys a CD for $3.79. She gives the cashier a five-dollar bill. How much change should she receive? I asked them what they were doing here. Austen said subtracting. Then I asked them what goes on top? Austen said $5.00. Then I asked what goes on the bottom? He said $3.79. I reminded them do to check if the bottom number is bigger when subtracting. 14. Ryan has four colors of crayons- red, blue, yellow, and green. He wants to color a design using 2 colors. How many different combinations of colors can Ryan choose? I said DO NOT list two colors! I told them that they needed to figure out how many different combinations they could make from the four colors listed.

15. The place-value chart shows the number of people that went to a baseball game. Below is a chart that has a 1 in the thousands box, 9 in the hundreds, 0 in the tens, and a 5 in the ones. Write the number in expanded form. Again, I asked them what is expanded form and they all raised both their hands wide and said big form. I told them to remember that it is with the zeros and the addition signs. 16. Writing to explain: the chart below shows the number of books in the local library. Below is a chart with the data on it. Which kind of book has less than 2,300 copies? How do you know? I told them that they did not need to explain, and that hey just needed to write the kind of book that has less than 2,300 copies. I asked them if I wanted them to write the number. They all said no. I asked what do I want you to write? One girl answered that I wanted them to write what kind of book. 17. What is the word name for 35th? I referred them to their ordinal word form cheat sheet that they were allowed to use on the test. 18. What is the number for five thousand twenty? I said write that number on the line and to remember the zeros. 19. What is the number for 60,000+3,000+40+8? I told them to write the number in regular form, and if they needed to add the numbers that they may. 20. Jason is thirteenth in line. Cindy is eleventh. Leslie is between them. What is Leslies place in line? I drew a diagram on the board with a line and wrote 11th place under it, then an underscore and left it blank, and then a line with 13th under it. I told them to figure out what went in the blank spot and then to write that ordinal number for their answer. 21. Round 36 to the nearest ten. I had them highlight the word ten. I told them that they needed to underline the 6 circle the guy next door 4 or less take a rest 5 or more raise that score. Then I told them that they needed to figure out the answer by themselves. 22. Round 82 cents to the nearest 10 cents. I had the students highlight the word ten again. Then I told them that it was the same as the last question, and to

decide if they were rounding up down? I also told them that they needed to label with a cents sigh or a $. 23. Round 562 to the nearest hundred. I had them highlight the word hundred. I told them that they needed to underline the 6 circle the guy next door. This time I said 5 or more? They said raise that score. I said 4 or less? They said take a rest. 24. Round $9.85 to the nearest dollar. I had them highlight the word dollar. I told them to look at their paper and to put their finger on the decimal. I asked them what does the decimal do. It separates the cents from the dollars. I asked them what is in the dollars spot. Austen answered 9. I said yes, and that is the number you are rounding. I told them to underline the 9 circle the guy net door, and to make sure that they labeled the dollar and decimal. 25. Which number is least? 372, 325, 416, 309. I referred to my 1 and 10 example from earlier, and told them that they needed to decide what number is the smallest. 26. Which number is the greatest? 4,404, 4,631, 4,489, 4,4200. I told them that this question was the same as the last question, but it wants the greatest or biggest number that they needed to circle. 27. Who has the most points? Paul- 351 Gabi- 278 Leah- 370 Sam- 309 I told them that they needed to decide which person has the most points and write their name as their answer, and that I did not want them to write the amount of points the person had.. 28. Compare: use < , > , or =. 1,005 _____ 899. I told them to remember that the smaller number eats the bigger number. I asked them how they could tell if a number is bigger. A girl said there is a comma that means that it is bigger. I said not always, but that in this instance she was correct.

29. What amount is shown? There is a picture of 4 one-dollar bills, 1 quarter, 1 nickel, and 3 pennies. I told them that this question was the same as before and that they needed to count the money. I reminded them that they needed to label the dollar and decimal for money problems. 30. What is the amount shown? There is a picture of 3 ten-dollar bills, 1 fivedollar bill, and 3 quarters. I gave the same counting and labeling directions for this problem. 31. What is the value of 1 twenty-dollar bill, 2 quarters, and a dime? I told them that they needed to count the money and write their total on the line. I told them that if they needed to write it out then do so, if they didnt that it was ok also. 32. Heidi paid for a $4.10 snack with $5.00. How much change did she get back? I asked them what were they going to do here? They said subtracting, and then I asked what goes on top? They said the biggest number. I reminded them to check if the bottom number was bigger when subtracting, and to not forget to label. 33. Zack had 2 one-dollar bills and a quarter. He found 5 dimes in his pocket. How much did he have then? They were confused. I explained that Zack had 2 one-dollar bills and a quarter and that they needed to know how much that was. Then Zack fond 5 dimes. I said that they needed to know how much 5 dimes was worth. Then I asked if Zack was buying anything? They replied no, so then I asked them what they needed to do. Austen said that they needed to add. I said yes you need to add here, and dont forget to label. 34. Chad spent 4 dimes, a nickel, and 2 pennies. He had 2 quarters left. How much did he start with? The students were confused so I told them that they needed to figure out how much Chad started with before he spent the 4 dimes, nickel, and 2 pennies. I asked them how they would do that. They didnt know, so I told them that they had to add up all the coins to get the beginning amount of money that Chad had. 35. Dana is behind Kai. Sean is between Kai and Ron. Ron is first. Who is last? I told them that they needed to use the same strategy we used for number 20.

36. Elise opened the blue box after the green one and before the yellow one. She opened the red box first. Which box did she open last? I drew boxes on the board labeled them, and then I told them that they needed to do the rest on their own. After we reviewed the test and before they started it I had them highlight the numbers that they needed to label. I told them that they needed to read the directions and follow what they said, and if they were confused to come see me for help. Marybeth Langin