Professional Documents
Culture Documents
2|Page
Equation Response
3 + 8 4 x 2 12
Create an equivalent expression that
includes a set of parentheses so that the
value of the expression is 2.
An expression is shown.
Equation Response
6 x (4 + 2 x 4) + 10
3|Page
An expression is shown.
Equation Response
x [4 + 6 x 3] 9
What is the value of the expression?
A numerical expression is evaluated as
shown.
Multiple Choice
Response
x {6 x 1 + 7} + 11
Line 1:
x {6 x 8} + 11
Line 2:
x 48 + 11
Line 3: 24 + 11
Line 4: 35
In which line does a mistake first appear?
A. Line 1
B. Line 2
C. Line 3
D. Line 4
4|Page
MAFS.5.OA.1.2 Write simple expressions that record calculations with numbers, and
interpret numerical expressions without evaluating them. For example, express the
calculation "add 8 and 7, then multiply by 2" as 2 (8 + 7). Recognize that
3 (18932 + 921) is three times as large as 18932 + 921, without having to calculate
the indicated sum or product.
Assessment Limits Whole numbers only.
Simple fraction expressions.
Do not use nested parentheses.
Use numeric expressions only.
Multiplication cross symbol is the only acceptable symbol for multiplication. Do not
use the c-dot.
When grouping symbols are part of the expression, the associative property or
distributive property should be found in that expression.
Calculator
No
Acceptable
Equation Response
Response
Multiple Choice Response
Mechanisms
Natural Language Response
Context No context
Example
Context Use 4 numbers with expressions that do not require grouping (Multiply 3 and 4, then add 5).
Use 3 numbers with expressions that require grouping (Add 3 and 4, then multiply by 5).
Context Use only 3 numbers. Use direct words for the operations (add, subtract, multiply, divide, plus,
easier
minus, times). Use only whole numbers. Expressions that do not require grouping.
Context Use 5 numbers with expressions that do not require grouping (Multiply 3 and 4, then add 5).
more
Use 4 numbers with expressions that require grouping (Add 3 and 4, then multiply by 5). Use
difficult
indirect words for the operations (double, triple, sum, product) Include a fraction.
Sample Item Stem
Response Mechanism
Notes, Comments
An expression is described in words.
Equation Response
Divide 10 by 2, then subtract 3.
Create the expression using numbers
and symbols.
5|Page
Equation Response
Equation Response
Multiple Choice
Response
18 + (9 4)
Which statement describes this
expression?
A. Half the difference of 9 and 4
added to 18
B. Subtract half the quantity of 9
and 4 from 18
C. The sum of 18 and half the
product of 9 and 4
D. Half of 9 added to 18 minus 4
An expression is shown.
Multiple Choice
Response
3x4x55+3
Which statement describes this
expression?
A. Three more than 5 subtracted
from the sum of 3, 4, and 5
B. The product of 3, 4, and 5
subtracted from 5 plus 3
C. Multiply 3, 4, and 5, then
subtract 5 and add 3.
D. Three added to 5, then
subtracted from the product of
3, 4, and 5
6|Page
MAFS.5.OA.2.3 Generate two numerical patterns using two given rules. Identify
Context
easier
Context
more
difficult
7|Page
Michael uses the rule multiply by 2. John uses the rule add 10.
Use two patterns which use the same operation.
Michael uses the rule multiply by 2. John uses the rule multiply by 10.
Use at least one multi-operation pattern.
Michael uses the rule multiply by 2, then add 4. John uses the rule subtract 2, then
multiply by 3.
Response Mechanism
Table Response
John's Pattern
Term Number
1
2
3
Equation Response
Graphic Response
Drawing/Graphing
8|Page
Notes, Comments
Multiple Choice
Response
9|Page
of what it represents
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
Context
Allowable
Example
Context Working with numbers to the right of the decimal.
Identifying number patterns across only one place value.
Context Working with numbers only to the left of the decimal.
easier
Context Working with numbers to the right and left of the decimal.
more
Identifying number patterns across several place values.
difficult
Sample Item Stem
Response
Mechanism
An expression is shown.
Equation Response
3,400 x
What is the value of the expression?
An equation is shown.
?x
Equation Response
= 0.034
Equation Response
0.34 x ? = 3.4
What is the value of the missing number?
How many times larger is the value 0.34 than
the value 0.0034?
10 | P a g e
Equation Response
Notes, Comments
0.034 is
Multi-Select Response
of 340
0.034
o
0.034 is
of 3.4
0.034 is
of 340
Equation Response
Equation Response
11 | P a g e
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 wholenumber exponents to denote powers of 10.
Assessment Limits Whole number exponents with a base of 10.
Calculator
No
Acceptable
Equation Response
Response
Multiple Choice Response
Mechanisms
Multi-Select Response
Natural Language Response
Context
No context
Example
Context Working with numbers to the right of the decimal.
Context Working with numbers to the left of the decimal.
easier
Generally, multiplication is easier.
Context Working with numbers to the right and left of the decimal.
more
Generally, division is more difficult.
difficult
Sample Item Stem
Response Mechanism
2
What is the value of 10 ?
Equation Response
Equation Response
Equation Response
Equation Response
An equation is shown.
Equation Response
12 | P a g e
Notes, Comments
Multiple Choice
Response
Multiple Choice
Response
Multi-Select Response
New
number
523,000
5
0.001
60,000
4,560
3,760
13 | P a g e
)+2(
).
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
digits in each place, using >, =, and < symbols to record the results of comparisons.
Decimals to thousandths.
No
Equation Response
Graphic Response Drag and Drop
Matching Item Response
Multiple Choice Response
Multi-Select Response
Context Allowable
Example
Context Hundredths or thousandths place.
Context Limit to tenths place.
easier
Context To the thousandths place with a zero in the tenths or hundredths place.
more
difficult
Sample Item Stem
Response Mechanism
Notes, Comments
What is nine-tenths in decimal form?
Equation Response
14 | P a g e
Equation Response
0.605
0.065
6.050
Sixty-five
thousandths
Six hundred five
thousandths
Equation Response
4x1+3x( )
What is the number in decimal form?
A number in expanded form is shown.
3x1+2x( )+6x(
)+5x(
Equation Response
)
2x1+0x( )+5x(
)+9x(
2x1+5x( )+9x(
2 x 1 + 0 x ( ) + 59 x (
20 x ( ) + 59 x (
20 x ( ) + 5 x (
Multi-Select Response
)
)+9x(
Multi-Select Response
15 | P a g e
Equation Response
) + 9 x 10 + 5 x ( )
16 | P a g e
Assessment Limits
Decimals to thousandths.
Calculator
No
Acceptable
Response
Mechanisms
Equation Response
Matching Item Response
Multiple Choice Response
Multi-Select Response
Table Response
Context
Allowable
Example
Context Round a decimal number by one digit to the nearest hundredth.
Context Round a decimal number by one digit to the nearest tenth or ones place.
easier
Context Round a decimal number by more than one digit to the nearest hundredth, tenth, or ones place.
more
difficult
Sample Item Stem
Response
Notes, Comments
Mechanism
Select all the numbers that round to 4.3 when Multi-Select
rounded to the nearest tenth.
Response
o 4.25
o 4.24
o 4.21
o 4.35
o 4.34
o 4.31
What is 3.149 rounded to the nearest
hundredth?
Select the value of each decimal number
when it is rounded to the nearest whole
number.
5.06
5.59
5.47
5.92
17 | P a g e
Equation Response
Matching Item
Response
Table Response
18 | P a g e
Rounded to
Nearest Tenth
Rounded to
Nearest Hundredth
1.5
3.2
9.4
1.55
3.18
9.35
algorithm.
Assessment Limits Multiplication should not exceed 5 digits by 2 digits.
Calculator
No
Acceptable
Equation Response
Response
Mechanisms
Context
Allowable
Example
Context Include multiplication by two-digit numbers with no carrying required.
Multiplication by a one-digit number with limited carrying required.
Context Include only multiplication by a one-digit number.
easier
Use small digits that do not require carrying.
Context Include multiplication by a two-digit number with carrying.
more
Increase the amount of carrying required.
difficult
Sample Item Stem
Response Mechanism
Notes, Comments
Multiply 213 x 12.
Equation Response
Equation Response
Equation Response
Equation Response
19 | P a g e
dividends and two-digit divisors, using strategies based on place value, the properties
of operations, and/or the relationship between multiplication and division. Illustrate
and explain the calculation by using equations, rectangular arrays, and/or area
models.
Assessment Limits Only 3-digit or 4-digit dividend and 2-digit divisor.
Calculator
No
Acceptable
Equation Response
Response
Graphic Response Drag and Drop
Mechanisms
Multi-Select Response
Natural Language Response
Context
Allowable
Example
Context Include 2-digit divisors that are not multiples of 5.
Zero is not included in the middle of the quotient.
Context 2-digit divisor includes multiples of 5.
easier
Context Quotient includes a zero in the middle of nonzero values (ex: 1,248 12 = 104).
more
Quotient requires the student to look at the dividend or part of the dividend as a whole
difficult
(ex: 105 15, because 15 does not divide into the first two digits of 105, 10).
Sample Item Stem
Response Mechanism
Notes, Comments
An expression is shown.
Equation Response
2,000 50
What is the value of the expression?
An expression is shown.
Equation Response
432 12
What is the value of the expression?
Select all the expressions that have a
value of 34.
o
o
o
o
o
Multi-Select Response
340 16
380 13
408 12
510 15
680 24
20 | P a g e
Equation Response
1,575 21
What is the value of the expression?
21 | P a g e
Equation Response
5.2 x 10.3
What is the value of the expression?
An expression is shown.
Equation Response
22 | P a g e
Equation Response
23 | P a g e
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.
For example,
. (In general,
Assessment Limits
.)
Equation Response
24 | P a g e
Equation Response
Equation Response
Equation Response
Equation Response
25 | P a g e
referring to the same whole, including cases of unlike denominators, e.g., by using
visual fraction models or equations to represent the problem. Use benchmark
fractions and number sense of fractions to estimate mentally and assess the
reasonableness of answers. For example, recognize an incorrect result
,
by observing that
Assessment Limits
Equation Response
26 | P a g e
27 | P a g e
Equation Response
Multiple Choice
Response
is less than
D.
is not a multiple of
28 | P a g e
(
). Solve word problems involving division of whole numbers leading to
answers in the form of fractions or mixed numbers, e.g., by using visual fraction
models or equations to represent the problem. For example, interpret as the result
of dividing 3 by 4, noting that multiplied by 4 equals 3, and that when 3 wholes are
shared equally among 4 people each person has a share of size . If 9 people want to
share a 50-pound sack of rice equally by weight, how many pounds of rice should each
person get? Between what two whole numbers does your answer lie?
Assessment Limits Quotients in division problems should not be equivalent to a whole number.
Do not use the term simplify or lowest terms.
Only use whole numbers for the divisor and dividend of a fraction.
Calculator
No
Acceptable
Equation Response
Response
Multiple Choice Response
Mechanisms
Natural Language Response
Table Response
Context
Allowable
Example
Context Use of double-digit divisors or dividends that share common factors.
Context Simple fractions with single-digit divisor and dividend.
easier
Context Division with a double- or single-digit dividend and/or divisor as well as improper
more
fraction/quotients.
difficult
Sample Item Stem
Response Mechanism
Notes, Comments
An expression is shown.
Equation Response
93
What is the quotient expressed as a
fraction?
29 | P a g e
Multiple Choice
Response
Equation Response
Equation Response
Equation Response
Table Response
78 14
Between which two consecutive whole
numbers does this value lie? Enter your
numbers in the boxes.
Between
30 | P a g e
and
)
as a parts of a partition of q
into b equal parts; equivalently, as the result of a sequence of operations a
q b. For example, use a visual fraction model to show ( )
create a story context for this equation. Do the same with ( )
general, ( )
( )
, and
( )
. (In
).
Assessment Limits
Calculator
Acceptable Response
Mechanisms
Context
Context
Context
easier
Context
more
difficult
31 | P a g e
tiling it with unit squares of the appropriate unit fraction side lengths, and
show that the area is the same as would be found by multiplying the side
lengths. Multiply fractional side lengths to find areas of rectangles, and
represent fraction products as rectangular areas.
Multiply whole numbers by fractions or fractions by fractions.
Visual models:
Any appropriate fraction model (e.g., circles, tape, polygons, etc.)
Rectangle models only, tile with unit squares
For tiling, the dimensions of the tile should be unit fractions with the same
denominator as the given rectangular shape (see p. 13 of the progression
document for demonstration).
Do not use the term simplify or lowest terms.
No
Equation Response
Graphic Response Drag and Drop, Drawing/Graphing, Hot Spot
Multiple Choice Response
Multi-Select Response
Allowable
Example
Multiply two proper fractions, with denominator(s) between 5 and 10.
Include a fraction multiplied by a whole number.
Fractions with denominator less than or equal to 5.
Include unit fractions.
Items where the final answer is a step in the process.
Multiply two fractions, which can include improper fractions.
At least one fraction has a double-digit denominator.
Response Mechanism
Equation Response
Multiple Choice
Response
Equation Response
Multiple Choice
Response
Equation Response
32 | P a g e
Notes, Comments
33 | P a g e
Multi-Select Response
MAFS.5.NF.2.5
MAFS.5.NF.2.5a Comparing the size of a product to the size of one factor on the
basis of the size of the other factor, without performing the indicated
multiplication.
(
(
)
)
34 | P a g e
Response Mechanism
Multiple Choice
Response
35 | P a g e
Notes, Comments
Multiple Choice
Response
Multi-Select Response
A. 1,653
B. 1,653 4
C. 1,653 13
D. 1,653
E. 1,653 1
Logan multiplied 54,216 by a number. The
product was less than 54,216.
Multi-Select Response
36 | P a g e
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
Context
Context
Context
easier
numbers, e.g., by using visual fraction models or equations to represent the problem.
Items should require student to interpret the context to determine operations.
No
Equation Response
Multiple Choice Response
Required
Example
Multiply a non-unit fraction by a non-unit fraction, proper or improper.
Multiply a fraction by a whole number.
Multiply a fraction by a unit fraction.
Equation Response
Equation Response
37 | P a g e
Notes, Comments
Equation Response
38 | P a g e
and compute such quotients. For example, create a story context for ( )
, and
use a visual fraction model to show the quotient. Use the relationship between
multiplication and division to explain that ( )
because ( )
( )
because
( )
non-zero whole numbers and division of whole numbers by unit fractions, e.g., by
using visual fraction models and equations to represent the problem. For example,
how much chocolate will each person get if 3 people share lb. of chocolate
equally? How many -cup servings are in 2 cups of raisins?
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
Context Allowable
Example
Context Either the whole number or the denominator of the fraction is between 5 and 10.
Context Both the whole number and the denominator of the fraction are less than or equal to 5.
easier
Context Either the whole number or the denominator of the fraction is greater than or equal to 10.
more
difficult
39 | P a g e
Response Mechanism
Equation Response
5
What is the value of the expression?
An expression is shown.
Equation Response
5
What is the value of the expression?
An expression is shown.
Equation Response
12
What is the value of the expression?
Julio has 4 pounds of candy. He wants to
put the candy into bags so that each bag
has pound.
Multiple Choice
Response
C. 3
D.
Multiple Choice
Response
8 = 16
Which multiplication equation can Julio
use to show that his work is correct?
A.
B.
C.
D.
16 = 8
16 2 = 32
16 8 =
16 8 = 128
40 | P a g e
Notes, Comments
Equation Response
Graphic Response
Hot Spot
41 | P a g e
km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec) within a given measurement system
(e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step,
real-world problems.
Assessment Limits
Measurement values can be whole, decimal, and/or fractional values.
Conversion is within the same system.
Units of measurement include: kilometer, meter, centimeter, millimeter, liter,
milliliter, kilogram, gram, milligram, mile, yard, foot, inch, gallon, quart, pint,
cup, ton, pound, and ounce.
Calculator
No
Acceptable
Equation Response
Response
Multi-Select Response
Mechanisms
Multiple Choice Response
Table Response
Context
Allowable
Example
Context
Michael is measuring and converting distances in and around his school using whole
numbers and decimals.
Context easier
Whole-number values.
One-step conversions.
Measurement conversions are from larger to smaller units.
Context more
Whole, decimal, and fractional values.
difficult
Multi-step conversions.
Measurement conversions can go in either direction.
Conversions of non-adjacent units that are separated by two or more (i.e., cups to
gallons).
Sample Item Stem
Response Mechanism
Notes, Comments
Michael is helping with the school play
Equation Response
by measuring fabric for the costumes.
He needs 9 yards of fabric. He has 12
feet of fabric. How many more feet of
fabric does he need?
Michael is helping with the school play
Equation Response
by measuring fabric for the costumes.
He needs 11.5 yards of fabric. He has
13.5 feet of fabric. How many more feet
of fabric does he need?
42 | P a g e
43 | P a g e
Equation Response
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
Context
Context
Context easier
Context more
difficult
44 | P a g e
of a unit (
). Use operations on fractions for this grade to solve problems
involving information presented in line plots. For example, given different
measurements of liquid in identical beakers, find the amount of liquid each beaker
would contain if the total amount in all the beakers were redistributed equally.
Measurement units are limited to halves, quarters, and eighths.
Division is limited to a whole number divided by a unit fraction or a unit fraction
divided by a whole number.
No
Equation Response
Graphic Response Hot Spot
Multiple Choice Response
Table Response
Allowable
Example
For line plot construction or identification, all data are at four or five specific
measures.
For problem solving, if one operation is used, it is subtraction or multiplication.
If multiple operations are used, they are addition and subtraction.
For line plot construction or identification, all data are at two or three specific
measures.
For problem solving, addition is used.
For line plot construction or identification, all data are at more than five specific
measures.
For problem solving, if one operation is used, it is division. If multiple operations
are used, one must be multiplication or division.
Response Mechanism
Multiple Choice
Response
Ribbon Lengths
(inches)
12
14
12
15
14
12
Which line plot represents these data?
45 | P a g e
Notes, Comments
Graphic Response
Hot Spot
Ribbon Lengths
(inches)
12
14
12
13
14
13
12
Equation Response
46 | P a g e
Equation Response
Equation Response
Table Response
47 | P a g e
Table Response
Ribbon Lengths
(inches)
48 | P a g e
MAFS.5.MD.3.3a A cube with side length 1 unit, called a unit cube, is said to have
MAFS.5.MD.3.3b A solid figure which can be packed without gaps or overlaps using
49 | P a g e
50 | P a g e
Response Mechanism
Multiple Choice
Response
Multiple Choice
Response
Notes, Comments
Equation Response
Equation Response
51 | P a g e
Multi-Select Response
52 | P a g e
side lengths by packing it with unit cubes, and show that the volume is the same as
would be found by multiplying the edge lengths, equivalently by multiplying the
height by the area of the base. Represent threefold whole-number products as
volumes, e.g., to represent the associative property of multiplication.
Assessment Limits
Calculator
Acceptable
Response
Mechanisms
Context Allowable
Example
Context Volumes between 50 and 100 square units.
Volumes greater than 100 square units where at least one of the side lengths is a multiple of
10.
Context Volumes under 50 square units.
easier
Volumes greater than 50 where at least one side length is 10.
Context Volumes greater than 100, where no side length is a multiple of 10.
more
The student is presented with multiple prisms to evaluate (i.e., multi-select items where each
difficult
option is a prism).
53 | P a g e
Response Mechanism
Equation Response
Multi-Select Response
o 6 ft x 8 ft x 8 ft
o 4 ft x 12 ft x 24 ft
o 4 ft x 6 ft x 16 ft
o 4 ft x 8 ft x 12 ft
o 3 ft x 10 ft x 20 ft
A shipping box in the shape of a
rectangular prism has a volume of 48
cubic feet, a length of 4 feet, and a width
of 3 feet.
Equation Response
54 | P a g e
Graphic Response
Drawing/Graphing
Notes, Comments
MAFS.5.G Geometry
MAFS.5.G.1 Graph points on the coordinate plane to solve real-world and
mathematical problems.
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 (e.g., x-axis and xcoordinate, y-axis and y-coordinate).
Assessment Limits Whole numbers.
Use only points located in the first quadrant of the coordinate plane.
Plotting points given the ordered pair is aligned to MAFS.5.G.2.
Calculator
No
Acceptable
Graphic Response Drawing/Graphing
Response
Multiple Choice Response
Mechanisms
Multi-Select Response
Context
No context
Example
Context Give coordinates of one point and direction to another point.
Context Same coordinate values for both x and y.
easier
Context Different coordinate values for both x and y.
more
difficult
Sample Item Stem
Response Mechanism
Notes, Comments
Point M is 3 units away from the origin in Multiple Choice
the direction of the x-axis, and 3 units
Response
away in the direction of the y-axis.
What could be the coordinates of point
M?
A.
B.
C.
D.
(0, 3)
(3, 3)
(3, 6)
(6, 6)
55 | P a g e
Multiple Choice
Response
Multiple Choice
Response
Multi-Select Response
Graphic Response
Drawing/Graphing
Graphic Response
Drawing/Graphing
56 | P a g e
Graphic Response
Drawing/Graphing
57 | P a g e
MAFS.5.G Geometry
MAFS.5.G.1 Graph points on the coordinate plane to solve real-world and
mathematical problems.
the first quadrant of the coordinate plane, and interpret coordinate values of points
in the context of the situation.
Assessment Limits Whole numbers.
Use only points located in the first quadrant of the coordinate plane.
Mathematical and real-world problems must have axes scaled to whole numbers (not
letters).
Calculator
No
Acceptable
Graphic Response Drag and Drop, Drawing/Graphing
Response
Multi-Select Response
Mechanisms
Multiple Choice Response
Matching Item Response
Context
Allowable
Example
Context Give coordinates of one point and direction to another point.
Generally includes some points that are on an axis.
Context Give actual coordinates or points plotted.
easier
Generally includes some points that have the same x-and y-coordinate.
Context Give only directions, no coordinates.
more
Give distances from both axes (assuming that distances are different if distances are the same,
difficult
this should be medium difficulty).
Generally includes some points that have different x-and y-coordinates.
58 | P a g e
Response Mechanism
Multiple Choice
Response
A. Point A
B. Point B
C. Point C
D. Point D
Use the Add Point tool to plot the point
(3, 4).
Point A has the coordinates (3, 5). Point B
is located 5 units above point A.
Graphic Response
Drawing/Graphing
Graphic Response
Drag and Drop
Graphic Response
Drag and Drop
Graphic Response
Drag and Drop
59 | P a g e
Notes, Comments
Graphic Response
Drawing/Graphing
Multi-Select Response
60 | P a g e
Multi-Select Response
61 | P a g e
MAFS.5.G Geometry
MAFS.5.G.2 Classify two-dimensional figures into categories based on their properties.
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.
Also Assessed:
MAFS.5.G.2.4 Classify and organize two-dimensional figures into Venn diagrams based
A.
B.
C.
D.
Rhombus
Trapezoid
Triangle
Parallelogram
62 | P a g e
Multiple Choice
Response
Multi-Select Response
o
o
o
o
o
4 right angles
4 sides of equal length
2 pairs of parallel sides
2 pairs of sides with equal length
2 acute angles and 2 obtuse
angles
Kyle knows a formula for the area of a
rectangle.
Multiple Choice
Response
Multiple Choice
Response
Parallelograms
Quadrilaterals
Rhombuses
Squares
63 | P a g e
Multi-Select Response
Multi-Select Response
o Parallelogram
o Square
o Rectangle
o Quadrilateral
o Trapezoid
Two descriptions are given.
Graphic Response
Drawing/Graphing
64 | P a g e