Teacher Notes For Grading Task Assessments S.NBT.2 Task 1 + Student can express powers of 10 using exponents, * Student can explain the pattern for the number of zeroes in a product relates to the power of 10, * Student can illustrate and explain a pattern for how multiplying/dividing by any deciraal by a power of 10 relates to the placement of the decimal point. Student should be able to explain the following When you multiply by a multiple of ten or a power of ten, explain why you can add zeroes. When you multiply 50 « 500. 30 x 700 » (910) +(7 +100) © (3x7) «(0 100) = 241,000 = 7,000 + Student should also be able to use exponents to reflect tho powers of ten. S.NBT.2 Task 2 * Students should use their knowledge of powers of ten to add or remove zeroes or to move decimal points. * Students who use an algorithm with the opposite operation should be given full credit for the correct answer but may need more support with mastering the S.NBT.2 standard of mentally computing the answer based on the pattern of zeroes, SNBT.2 Task 3 + "Student can express powers of IO using exponents, * Student can explain the pattern for the number of zeroes in a product relates to the power of 10. S.\NBT.2 Task 4 + Student can express powers of 10 using exponente * can explain the pattern for the number of zeroes ina product relates to the power of 10. + Student can tllistrate and explain a pattern for how multiplying/dlviding by any decimal by a power of 10 relates to the placemont of the decimal point. + Student should be able to explain the following: When you multiply by a multiple of ten or a power of ten, explain why you can add zeroes Whan you multiply $0» 800 80 x 700 » (3 10) + (7 100) 47) «(00 + 100) 1900 = 7,000 + Student should also be able to use exponents to reflect the powers of ten. ESSERVED OMatliResourcst or Teschins.com,Name: Score: ‘and Base oueneneees aoe uuuuoege, « 5.116) a® Directions: Real and answer the problem below, . ‘ « . . ‘. « Explain the relationship between the two 6’s ini the number = 266,523. Use what you know about place value to explain your “answer. " a u . 1 a ® = Scoring: 0 T 2 y Unsatisfactory: Marginal: Proficient: Exeelleni: nnn | = Little Partial Significant Attainnent Full Attainment Attainment Attoinnant Tho task s attempted [Fert of the tosk ie | Student could work to | Strategy ond axvoution and some mathematical | aeeompliched: but there | full attainment with | moet tho contunk effort io made. There 16 lack of evidence of | minimal carractions, | procere, and etandorde may be fragments of | understanding or Errore are minor of the tosk or concept accomplishment but little | evidence of not Studant con oF no succes under stending communicate Ideos ® " . a " a . 2 a a " a a 2 s s a w . a a 3 a a u . 2 a a 8 a 8 a a u a s a wueuueeE VED GilalliResoures: "Teaching. conoot Date: Numbers and Base us Task Assessment 2 ¢ © Directions: Write an e quation and solve the story problem below. euaseeg, S.NBT.L At the grocery store, 5 pounds of ground meat costs $23.54. How much would 3 pours of ground meat cost? Scoring: 0 T 3 Unsatisfactory: Marginal: Profi Excellent: Little Partial Significant Attainment Full AMtainment Atalnment Attainment The tack is attempted ‘ond come mathematical effort le made, There Part of the task ie accomplished, but there Ie lack of evidence of Student could work to Full at¥ainment with minimal corrections. Strategy and execution mevt the content, precaes, and etandorde may be fragments of understanding or Errors are minor. of the tack or concept. accomplishment but little | evidence of not Student con or no success. understanding communicate ideas, ®. * woeuue® eeagoces " u 7 a u 8 u a 8 a " 2 . s . a s s e 8 8 2 . = 8 @ aName: Dat Score: Number: id Base 10 o? ee Task Assessment 3 Pee Se SHBT %% ° Directions: Read and answer the problem below, .) Write the number that is 10 times smaller than 100. 2.) Write the number that is 10 times smaller than 60. 3.) Write the number that is 10 times larger than 60. 4) Explain your reasoning for number 3 through modeling, Sco 0 Unsatisfactory: 2 Proficient: Exeelleni: . u ® 3 3 . a . . a s s o o a " a a a a a w a " a a y a e Little Attainment Fut Attainment Partial Significant Attainment Attainment Pert of the task ie Student could work to accompliched, but there | full attainment with The tack Is attempted and come mathematica! Strategy and execution mect the content, SOME ECR CCR E RS CORRE CREO REECE ERR ERR EEE EEE ER, effort te made. There | le lack of evidence of | minimal corrections, | process, and stendorde | may be fragments of | understanding or Errore are miner of the tatk or concept, | ‘accomplishment but little | evidence of not Student can a ‘oF no success. understanding. communicate ideas. a derstanding. ® ag e e °° wuseee uomuuy® al ©MatiResourcsForTeaching.comName: Date: Score: yeoweeenn Rabe a BE TT Navy ae yy « . SNBT.L % Directions: Read and answer the problem below, 1) Write an odd number that is greater than 10,000 but less than 15,000. 2) In your head, think of a number that is 1,000 more than the number you ade and write it on the line. 3) Explain your answer. PCC RR CRE EEE CR CUR EC ER EEE ECE S, e « * Sg@e CCRC ECC RR ERROR eee eect Scoring: 0 T 2 3 Unsatisfactory: Margin« Proficient: Excell, Little Partial Signifleant Attainment Full ‘ Attainment Atfalnment Afainant a tt | The feck is attempted | Port of the took ie Student could work to | Strategy and execution | and some mathematical | secomplished, but there | full attainment with | meat the eontenh S| effort ie made, Thore | eek of evidence of | minimel corrections, | procaes, and ctandarde | may be frogmente of | understanding or Errore are minor, of the task or concept, | accomplishment but litte | evidence of not Student ean | or no euccess. understanding communleate ideas a derstanding toate id ° * * *e, “euueueeeeeeeoeName: ¢ & esuce « + Tell if the statement in the box is true or false. Then explain your Date: reasoning on the lines below. 700 is a thousand times larger than 70 Directions: Read and answer the problem below. Seore:___ Wimbers and Base 16 ue . . Task Assessment 5 LE Siar ¢ WERE R CORRE CREE REC ER, Scoring: 0 t z 3 Unsatisfactory: Marginal: Proficient: Excellent: Little Partial Significant Atfolnment Ful Attainment Attainment Attainment The task is attempted and some mathematical effort 1s made. There may be fragments of ‘accomplishment but little Port of the took ie accomplished, but there Is lack of evidence of understanding or evidence of not understanding. Student could work to fall attainment with minimal corrections Errore are minor. Strategy and oxeculton mest the content, process, and elandarde of the task or concept. Student con communicate ideae, . WHE CCRC REECE KCC ECC ECE womeeeeue vee Ee” ALL RIGHTS RESERVED Cidaihesourss 2 °° excling.comNam 5.NBT.1 Place Value - 10 Times and + 1. 600 is ten times as much as: A.6,000 B.600 C.666 D.60 2. 400 is ten times as much as: A.444 B.40 C.4,000 D. 400 3. 3,000 is ten times as much as: A.300) B.30 C.3,000 -D. 333 4. 7,000 is ten times as much as: A.70 B.700 C.7,000 D.777 5. What is 55 of 1,000? | A.10 B.100 C.1 D. 10,000 | | lee 7 6. What is 0 of 500? ee eee 7. Amanda has .50 in her pocket. Her friend Claire has ten times as much in her pocket. How much money does Claire have? A. $50 B. $500 C.$5 D.25¢ 8. Carlos has 65.00 is his pocket. His fiend Sean has 3+ as much in his pocket. How much money does Sean have? A. $6.50 B. $650 C.65¢ D. $65 9. In the number 6,638 which is true about the sixes? A. Both of the sixes have the same value, | | B. The six in the thousands place is 1,000 times the six in the hundreds place. C. The six in the thousands place is 100 times the six in the hundreds place. D. The six in the thousands place is 10 times the six in the hundreds place. 10. In the number 44,377 which is true about the fours? . Both of the fours have the same value. . The four in the thousands place is 10 times the four in the ten thousands place. The four in the thousands place is one tenth the four in the ten thousands place. . The four in the ten thousands place is 100 times the four in the thousands place. | Steve Herrmann Page 4Teacher Notes For Grading Task Assessments S.NBT.2 Task 5 * Students need to recognize that the power of ten will determine the number of zeroes ina product, The preduct will increase the number of place values based on the number of zeroes in the power of ten, * This applies to working with decimals as well. Students need to recognize that the decimal point will move to the right based on the number of zeroes in the power of tun, This will Increase the number of places values. * Students should show multiple examples of their idea 0.694 « 10 6:34 (0.634 « 100 = 634 0634 + 000 = 634 S.NBT.2 Task 6 + Student can express powers of 10 using exponents, + Student can explain the pattern for the number of zeroes In a product relates to tha power of 10. * Student can illustrate and explain o pattern for how multiplying/dividing by ony decimal by a power of I0 relates to the placement of the decimal point. Student should be able to explain the following When you multiply by @ multiple of ten or a power of ten, explain why you can add zoroos. When you mull 50 x 500. 30 + 700 = (3 10) + (7 100 = (3x7) «(0 100) = 21 « 000 = 2,000 + Student should also be able to use exponents to reflect the powers of ten, S.\NBT.2 Task 7 * Students need to recognize that when you multiply by a power of ten, it increase the place values based on the number of zeroes (or the exponent), 56 X 10! = 560 56 X 10% 5,600 56 X JO» 56,000 + The same concept applies to divicion except when you divide by « power of ton, It decreases the place values based on the number of zeroes (or thi 56 + 10'= 56 56 + 10? = 056 56 + 10? 0.056 xponent ED Math ResourcsForTedehna.com |5. NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explcin patterns in the placement of the decinal point wien a decinal i multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10, Student Assessment Recording Sheet and etandarde of the tack or concept, Name Date || communicate ideoe Student eon 2 Proficient: |} i Student eould work te full attainment with minal corrections Errore |] 1 Marginat Pariial Aitalnnent Part of the tavk te secomplshed but |] there is look oF vidonce of derstanding or evi nds 2 of not 0. Unsatisfactory: Lifile Aftahwnent The toe ie , =, and < symbols to record the results of comparisons, Student Assessment Recording Sheet tacaton nd tondarde of the take conus Student eon Nome Date | Date | Date | Date | Date | Date || sommunicate idece FT] studant could work fe full attainment vith minima | __) corrections. Errore |} 2 siaryin Parilal Part of the toek ecomplshed, but there e lack of evidence of understanding o evidance of not underetonding tiie Ai aracat ha task te altenpted ond some ‘mathamattcal fort 1 made, There may be Fragments of J} |] accomsllhinant betName: Date: Place Value Task suse o* e * Directions: Read and answer the problem below. 1 3 1.65, 173, 7.015, 7735" Order the following numbers from least to greatest: Use what you know about place value to explain your answer, * eeecann® . . . a a a a a 7 a : ' 7 . 7 ~ a 7 ' 7 " 7 . 7 a fen a Scoring: a 4 0 I z x 7 a Unsatisfactory: Marginal: Proficient: Exeeltent: S . ome | a : Little Partial Significant Attainment Full a : Atfenment Attainment Attaininent a : 3 | The tasks cHtompted | Part of the tork «| Student could werk fo | Strategy end execution | | andacmerathenatica | eccomplahed but thers Teatettonment eth | weet the conten S | ottort ie made, There [2 ack of evidence of | minimal corrections, | procese,end etondards | may be fragments of | understanding or Errore are minor. of the tack or concept, o ‘accomplishment but little | evidence of not Student can a ‘or no success, understanding, communleate Idec. u + ° "Suumueuecees euuuyd juihiesourest orTeaching.comguunnuag * } « * Cem Be BEES ER ECC Ee, o Date: Place Value Task ‘and De ment 2 Directions: Read and answer the problem below. Explain how you found your solution. Hame a number that is greater than 85 + where the value of the digit in the thousandths place is greater than 5. way ae S.BTSA Scoring 0 T z TS Unsatisfactory: Margine Proficient: Exeelleni: Little Partial Significant Attainment Full Attainment Attainment Attainment The tack is attempted tnd some mathematical offort le made. There may be fragments of ‘accomplishment but little Part of the tack le accomplished, but there le lack of evidence of understanding or evidence of not understanding, Student could work to fall attainment with minimal corrections. Errors are minor. Strategy and oxecution meat the content, precees, and stondorde of the tatk or concept. Student ean communicate ideas, HEC CRM ECCR EK EEE CMEC cee ee « ey Seouueuoueoos BuuuEEY i ‘OMaliutesouresFopYeaching.comDate: “oo Place Walue Task + ° S.NBT.3A %, 6 eee smile Se a Directions: Write a number that fits each description below. A number greater than 60 with a 5 in the tenths place. ‘A number between 300 and 400 with a 6 in the thousandths place and a 8 in the hundredths place. ‘A number greater than 27.55 and less than 28.6 eee ee eee eee « * A number equivalent to 42.24 A number that has a five in the hundredths place, 2 . ®ec ee BERR RE CCE HO REECE M Mee eee eee cee Scoring: 0 T 7 Unsatisfactory: Marginal: Proficient: Little Partial Significant Attainment Full Attainment Attainment Attainment ut | The task ie attempted | Part of the tosk is | student could work to | Strategy and execution | and some mathamatieat_ | secomplshed, bt there | ful attaiwment with | moot the content, : offort Is made, There 1s lack of evidence of minimal corrections, Pro ‘end standards | may be fragments of | understanding or Errore are minor of the Yost ar concupt & | accomplishment but Ite | evidence of not Student can or no success undoretanding, communica ideas of Bongo ee VED Obiat iResourcsForTeaching.comName: Date: Score: gounenee lace Value uuncuege, + * a S.NBY.SA a Directions: Read and answer the problem below. * « What is the value of the x, y, and z on the number fine? a a“ u « BREE HH 58.65 a b 58.66 ¢ 38.67 as be cs Explain your thinking. BOP O PEG R EMEC RCE CECE RBC C OO ee eee eee a . = = " " a a Scoring: " 0 t z 3 Unsatisfactory: Marginal: Proficient: Exeelieni: . Little Portial Significant Attainment Full ' Attainment Attainment Attainment u | The task ie attempted — | Part of the task is ‘Student could work te | Strategy ond execution 4 | and some mathematical | accomplished, but there | full attainment with moet the content, a ‘effort is made. There | 's lack ef evidence of | minimal corrections, process, and etandarde may be fragments of | understanding or Errors are minor of the tetk or eonceat. | accomplishment but ttle | evidence of nat Student can 8 | rn euooee underetanding communieate ideat. & * — ’ ’ « "ay eueoenoe Bees oe yea DY wow ALL RIGHTS RESERVED ChlaliesouresorYedching comName: Date: Place Value System and Decimals 7 a Task Assessment 5 neeeennay, S.HBT.SB ° Score: eeueoe vee * © Directions: Read and answer the problem below. 1) Place the two numbers to the right on the number line below, 72.5 72.35 SEE 73.0 2) Compare the two numbers on the line below using the syialals < 3) Explain your thinking on the lines below. Scoring: 0 T 2 Ss Unsatisfactory: Marginal: Proficient: Excellent: Little Partial Significant Attainment Full Attainment Attainment Attointsent The tack ie attempted | Port of the task Ie Student could work to | Strategy and execution and some mathematical | eccomplished, but there | fu attainment with | moot tho eortenk effort te made. Thore | 1 lack of evidence of | minimal corrections, | process, and elondarde may be fragments of | underctanding or Errore are minor of the task or concept accomplishment but tle | evidence of not Student ean oF ne succes understanding. communicate ideas * POCO CERO ee eee Ee ¢ * uu . itesou ig.cona+ g* Directions: Represent the decimals on the grids. noccceg, eveuuun . Compare the two Date: Scores Place Value System and Decals |... . Task Assessment 6 i 0.6 6.66 S.1BY.3 decimals using the symbols <, >, or Explain your reasoning on the lines below. eeeeeeeeeecccccecest® Scoring: 0 Unsatistactory: Little Attainment ‘The task is attempted tend some mathemetleal offert te made, There may be fragments of accomplishment but litle T Marginal: 2 Proficient: Partial Attainment Significant Attainment Port of the tack ie but there Is lack of evidence of Student could work to ‘accomplish fall atfainment with ‘minimal corrections underatanding or Errors are minor ovidence of not underetanding, Fall Attainment Strategy and oxecution rest the content, a o u u . . a a u " y e “ a a @ u o process, and standards of the task or concept. Studant can communicate ideae,Name: Date: Place Value System and Decingls | oy ° Task Assessment 7 way “@ - SGT. Directions: Read and answer the problem below, eoeenn Write >, <, or = in the circle to compare the decimals, 86.507 C) 86517 weceeca, * « Explain your reasoning, 2 | " = | : | « | " " a . = Scoring: 8 0 a 2 3 i Unsatistactory: Marginal: Proficient: Exeeltent: : Little Partial Signifcont Attainment Full : Attainment Attainment Attainment 2 lu | The tack i attempted [Pert of the tock ie | Student could work ta | Strategy end exocullon © | and come mathematical | eecompliched, but there | full attainment with | meet the contont, & | effort te made. There |I6 lack of evidence ef | minimal corrections. | process, and etendarde roy be fragments of | understanding or Errore are minor of the tosk or concept azcomplchment but Ite | evidence of not Student con or no avec understanding. communicote idacs * Soe RRP CREPE CER CECE eee eee Souuues seas e™ augeueeee Suuooe ALL RIGHTS RESSERVED Cifuihidesourcst or Teaching.com5.NBT.3 Compare, Read and Write Decimals to Thousandths | 1. Solve ]2. Solve’ 3.523.052 4.702 _47.02 A> B< Ga ee Bc 3. Solve 4. Solve | 1001 eaeeeee 0.90 A> B.< C= A> B.< 5. Solve 6 Solve 3.02___3.011 160.02 ____160.002 | A> B< Cc. A> B.< 7. How do you read this d 312 A. thirty-one two B. thirty-one and two hundredths C. thirty-one and two tenths imal number? 8. How do you read this decimal number? 605.09 ix hundred five and nine tenths. B. six hundred fifty and nine hundredths C. six hundred five and nine hundredths ite the following in standard form. 1 1 OX 1)+6x)+E* I +O% a) A.75.93 — B.75.039—C. 75.39 10. Write the following in expanded form, 7.442 1 ) 1 A(T 1) + (4x I 4x SHOX (71/4 D*A* HO TE 1 0) i BX D+Gx 4x ee ya 1000) —)+@x 10 oo‘ 1 1 1 CORD +A HOH TRIE” Tagg) Steve Herrmann Page 6S.NBT. Task 1 * Students should understand that the hundredths place value will determine how to round the tenths place. S.NBTH Task 2 ‘Student can explain how decimals can be rounded and why it's useful Student can round decimals to any place. Student can understand why the value of the digit to the right of @ number determines whether to round up or down, SNBT.Y Task 3 * Answers could range from 745 to 749. The hundredths place determines how to round to the nearest tenth, * Answers could range from 7.35 to 744. The hundredths place determines how to round to the nearest tenth SAIBTAY Task 4 * Student can explain how decimals ean be rounded and why it's useful + Student can round decimals to any place. + Student can understand why the value of the digit to the right of a number determines whether to round up er down. S.NBT.Y Task 5 + Answers could range from 5.315te 5.324 The thousandthe place determines how to round to the nearest tenth. * Answers could range from 5.38! to 5.384 The thousandthe place determines how to round fe the nearest tenth. schino.con)Teacher Notes For Grading Task Assessments SAIBT.Y Task 6 The student can explain how decimals can be rounded and why It’s useful, ‘The student can round decimals to any place, The student understand why the value of the digit to the right of a number determines whether to round up or down, ALL RIGHTS RESSERYED_S.NBT.-Recognize that in a multi-digit number, a digit in one place represents 10 tities as much as it represents in the place to its right and 1/10 of what it represents in the place to its tert. Student Assessment Recording Sheet Name 36 Fut Siratapy and jondarde of tha task or concept. Student ean ‘communteate ideas. Sludan! sould work fo full attstnment eth nina corrections, Errore Part of the tock ie veainplshed, but there e look of Understanding or evidence of not understanding © Unsatistactor Litile Attainment The Fase alfamphead and some rmathamatial af For | made. There may be Feagrnente of litle or no susceesName: Date: Using Place Value to Roun Decimals to the Nearest Place guuuucee ¢ ee Directions: Read and answer the problem below. Select 3 numbers from the box wl place is 8.5 when rounded fo the nearest tenth y x ® . a . a . © . wecceccccccasueec® . a : " : “ : a 7 a 7 " An a Scoring: 3 0 T z 7 . Unsatisfactory: Marginal: Proficient: Excellent: 7 " . Little Portal Significant Attainment Full : i Attainment Attainment Attainment a : 2 a | The took ie aHompted | Pert of the task «| Studont could work to | Strategy and execution | © 1 | and some mathematical | accomplished, but there | full attainment with meet the content, Q effort le made. There | 1@lack of evidence of | minimal erections. | process, and standards | may be fragments of understanding or Errors are minor. of the task or concept. u accomplishment but litle | evidence of not Student oan or ne succes underetanding conunloate Wece. ° .° Baud edoe se ALL RIGHTS RESSERVED CiiailitesouressorTedchiug.comName: Date: eae Using Place Value to gb PEM EEEET Round Decimals to the Nearest Place — |% ~ °° Task Assessment 2 Ss a” Directions: Read and answer the problem below. * at « 5 a a 4 “Write 3 numbers below that would round to 6.6 7 a a u a u = — — « z @ 7 a jz a a « cj ji « a Pick one of your numbers and justify why it rounds to 8.6, e 5 a a 2 " 5 « 7 2 ri @ 5 u 7 a 5 a 7 ; " 7 . Scoring : 0 T 2 3 = . Unsatisfactory: Marginal: Proficient: Exeellent: i a w : Little Pertiol Significant Attainment Full t i Attainment Attainment Attalnmant a 5 u a ‘The task Is attempted Part of the task Ie Student could work to Strategy and execution a ‘and same mathematical | accomplished, but there | full attainment with | meot tho conten ‘ effort is made. There | 18 lack of evidence of | minimal corrections. | procese, and standards may be fragments of | understanding or Errore are minor. of the task or concept accomplishment but little | evidence of not Student ean or no success understanding communteete ideas. % e Teusoeesceowee Sueno eow ee ecu aS ALL RIGHTS RESSERVED Chialhitesourcs’ orFeuching.comDate: Using Place Value to Round Decimals to the Nearest Place Task Assessment 3 Directions: Read and answer the problem below, * My number, rounded to the nearest tenth place is 7.5. 5 . a What might my number be? a a Explain your reasoning. 2 s — a = ee a o My number, rounded fo the nearest tenth place is 7.4. : o What might my number be? a ight my number be’ 2 s . Explain your reasoning. . " —o a " . Scoring: — : 0 T z 3 5 Unsatisfactory: Marginal: Proficient: Exeeliont: u a jn . Little Partial Significant Attainment Full a Attainment Attainment Attainment 4 a The task is attempted | Pert of the task Student could work to | Stretegy and execution | and some mathematical | aecemplithed, but there | full ottainment with | mneet the contort, a effort is made, There | !# lack of evidence of | minimal corrections. process, end standards o may be fragments of | understanding or Errors are minor of the tack or concept. | aecomplishment but little | evidence of not Student eon or no succers, understending communtoate Meas ee) Wouuasye” uo ALL RIGHTS RESSERVED CidaihiesourcsiorVeaching.compueuen * * cuceucee, Date: Using Place Value te Round Decimals fo the Near t Place Task Assessinent 1 Directions: Read and answer the problem below. Use the number line below fo round the number 6.38 to the nearest ienihs place. Use the number line below fo round the number 3.58 fo the neares? Yenths vuuuumuay Score: S.NBrAE * eeeeecerceeecuseee® place. < > s 2 ® Scoring: 0 T z a Unsatisfactory: Marginal: Proficient: Excellent: [a ee es ee Little Partial Significant Atteinment Full Attainment Attainment Attainment The task le attompted and some mathematical effort 1s made. There may be fragments of ‘accomplishment but little Part of the tack te accomplished, but there Ie lack of evidence of understanding or evidence of nat understanding, Student could work to full attainment with, minimal corrections Errore are minor. Strategy and oxecvlion meet the content, procuee, and standards of the lath or eoncest, Student een communicate ideas. * uov®Name: _ Date: Score: Using Place Value to Round Decimals to the Nearest Place vuuns puuuaeug o* 8 . Task Assessment 5 Xe _ star e Directions: Read and answer the problem below. ® fe « u My number, rounded to the nearest hundredths place is 5.52 . . 7 a a What might my number be? 7 i a Explain your reasoning. 7 a aw My number, rounded to the nearest tenth place is 5.58 What might my number be? Explain your reasoning. u . a a a . 2 a a u : 2 7 . 7 : a 5 ———— w a . a . is 2 Scoring: 7 0 T z 3 p : Unsatisfactory: Marginal: Proficient: Exeelleni: a « zee! ee i 7 Little Partial Significant Attainment Full | : Attainment Attainment Attiounont 3 4 u | The task is cttompted | Port of the tacks | Student could work to | Strategy and execution | 4 | and some mathematical | eecompliched, but there | full attainment with meet the contont, I effort is made. There | le lack of evidence of | minima corrections. | process, and clandards | may be fragmente of | understanding or Errore are minor. of the tosh ar concept, | ar accomplishment but ittle | evidence of not Student eon 8 ‘or ne success, under standin: communicate = % aName: Date: Score: | Using Place Value fo een ound Desinas fo the Nearest Place [EYE SET ay ® vouuee o* . Task Assesment 6 e, ° SBT | fe” Directions: Read and answer the problem below. | Hi «The number 8.37 rounded to the nearest tenth is 8.4. Ys the correct? = Why or why not? . : ee 7 " The number 4.06 rounded to the nearest tenth is 4.0 . Is the correct? Why or why not? a « a nn " 7 a a Scoring: w 3 0 T z 3 7 Unsatisfactory: Marginal: Proficient: Excellent: a " af a “ Ltte Part Slaniont Ai tonment Fal 7 5 Attainment Attainment Mtoinment a a a & | The tork is attempted | Part of the task Ie Studant could work to | Stratogy ond exocution |= % | ond some mathematical | eecompliched, but there | fu attainment with | moot the conton’ 3 effort te made. There |'1# lack of evidence of | minimal corrections. | process, and stondarde | may be fragments of | understanding or Errore are minor. of the task or eoncopt. | aocomplishment but tle | evidence of not Student eon 8 or no success undaretanding communteste ideo. = + = « ” Hees eueoesoe ce auue® ALL RIGHTS RESSERVED Chiaii@esourcs? orYeaching.comName: 5.NBT.4 Rounding Decimals - Round to the nearest tenth. 3.42 A.3.04 B.3.5 C.34 2. Round to the nearest tenth. 7.29 A.7.3 B.72 C731 | 3. Round to the nearest hundredth. | 5474 A5S5 B.548 C547 “4, Round to the nearest hundredth. 9.986 A. 10.0 B. 9.99 C.9.91 5. Round to the nearest thousandth, 8.0526 A. 8.152 B. 8.052 C. 8.053 6. Round to the nearest thousandth. 4.5264 A. 4.53 B.4.525 C.4.526 | 7. What is $9.27 rounded to the nearest ten cents? A. $9.28 B. $9.00 C. $9.30 [9. The world’s fastest person ran 100 | | meters in 9.58 seconds. What is that rounded to the nearest tenth of a second? A. 10.0 B.9.6 C.9.5 8. What is $4.99 rounded to the nearest ten cents? A. $5.00 B. $4.90 C, $5.10 10. The world’s fastest cheetah ran 100 meters in 5.95 seconds, What is that rounded to the nearest tenth of a second? A.6.0 ee eee ©Steve Herrmann Page 7Teacher Notes For Grading Task Assessments S.NBT.S Task 1 Student can explain the standard algorithm for multiplication of multi-digit numbers. Student can use the standard algorithm. Student can recognize that the problem represents 34 “groups of” 748 cupcakes and therefore use multiplication to eolve, S.NBT.S Task 2 The digit in the thousands place in the first product Is incorrect. It should be a 6 insload of al. Students need to recognize that the mistake oceurred while multiplying 7 timos 3000. There Is a possibility of multiplying wrong or not adding 5 more thousands, S.NBT.S Task 3 Student can use the standard algorithm. SBT. Task 4 Student answers might include: Both 24 and 28 are less than 30, therefore the product will be less than 100. 30 x30 is 400, (20 x 20 = 400) + (20 x 4 = 180) + (20 x 8 = 60) + (4.x 8 =72) 400 + 200 + 200 + 100 = 400, Except for 400, all of the other products were rounded up. The sum of those rounded products does equal 400. Since all of the products ware rounded up, the actual product of 24 and 28 will be less than 400, S.NBT.S Task 5 Student anewers may include: SIs the other factor because 5 x 200 = |,000. 200 Is close to 238 eo the product will be a little bit more than 1,000 6 Is the other factor because 6 x 200 = 1,200. 200 Ie close to 238 so the product will be a little bit more than 1,200 7 would not be another factor because 7 x 200 = |,400 but 7 x 30 = 210, 1,400 + 210 is over 1,500 4 would not be another factor because 4 x 200 = 800 and 4 x 30 = 120, 800 + 120 Is close to 1,000. 4.5 could be another factor because 4 x 238 Is very close to 1,000, ALL RIGHTS RESSERVED oi fuses or Fecchin.cou |Teacher Notes For Grading Task Assessments SNBT.S Task 6 Student anewers may include: The second product is the result of multiplying 628 x 30. When multiplying with @ power of ten, then product will have the same amount of zeroes as the power of ten 30 x 8 Is the Firct multiplication step in the second product, 30 x 8 = 240. The highlighted zero represents the zero in 240. S.NBT.S Task 7 Student can explain the standard algorithm for multiplication of multi-digit numbers. Student can use the standard algorithm Students need to recognize that in order to produce the greatest product; the numbers need to be arranged in place values that will produce the greatest number values. The largest numbers need to be In the highest place values for both numbers.SNBT.S Fluently multiply multi-digit whole numbers using the standard alyoritim. 5 Excell Full Affaiament Student Assessment Strategy and Recording Sheet oxeevtlon meat the content, pracees, and standards of the taxk Student eon Name Date | Date} Date | Date | Date | Date |] communists idess 2 Proficient: |) Signiticani Aitainvaont Shudant could worke to Full aftolnment valth enor 1 Marginal Paria Affainiaent 1 of the toxk le plished, but ———|} there ie lack of understanding or tvidence of not 0. Unsatisfactory: Little Attainment The totk te attempted and some mathematica affort 's made. Thera may be Fragments of mplichment but7 @ a . . " . a Directions: Read! and answer the problem below. Sweet Treats Bakery bakes 348 tr trays of cupcakes can Sweet Treats Al Explain your solution. ultiplication and Use of eles cupcakes in a day. How iany —___ Sco uuuusmoe, rery make in 34 days? eececccat® | eeu m@eeeesentecrreeseee Scoring: 0 T a | Unsatisfactory: Marginal: Proficient: Exeelleni: @ ttle Portal Significant Atfainment Full 5 Attainment Attainment Attainment o . The task is attempted | Part of the tack ie Student could work to | Strotegy end execution | and some mathematical | aecomplished, but there | full attainment with meet the content, i ffort ie made, There | 16 lack of evidence of | minimal corrections, | process, and standards | may be fragments of | understanding or Errore are minor of the task or concept. | at accomplichment but little | evidence of not Student can " or no success. understandin, communicate ideas. a tending : v “ouucouucceee weueeeoee sow e® “ * ALL RIGHTS RESERVED CHuthesourestorTeaching.comDate: Fluency of Mulfiplication and Use of ithe ssment 2 Task a Directions: Read and answer the problem below. 4 * = There is a mistake in the problem below. Identity if and give the most : u likely reason why it was made. a . 3835 5 " x 27 a 21845 5 +76100 u 18,545 a u 5 " 5 a 5 a a u 5 = a a 4 5 u 5 u What is the correct answer? = 3,8 3 5 8 x 27 : a a z a % « a « 5 " : a 5 w 4 a & Scoring: a | 0 zr z 3 f | Unsatisfactory: Marginal: Proficient: Excellent: u | u (cian a il Little Par tiat Significant Attainment Fall " | al Atteinment Attainment Attainment a 5 a @ | The tock ie attempted | Part of the tosk is Studont could work to | Strategy and execution | © | and come mathematical | accomplished, but there | full attainment with | mao! the content 5 uy | offort is made. There | 1e lack of evidence of | minimal corrections, process, and etandarde | may be fragments of understanding or Errore are minor. of the task or concept. 1B | accomplishment but little | evidence of not Student ean %, | orne suc understanding communicate ideas, ° vy . ‘uumugeeeneoee wave? Bee ALL RIGHTS RESSERVED OitailiResouresForTeaching.comDate: Score: Fluency of Mulfiplicaion and Us Ae weueemegy Task Assessment 3 * S.NBTS a” Directions: Read and answer the problem below. * 4 " fe a i A person’s heart beat is recording at 238 beats per ininute while exercising 5 a on the treadmill. How many times does it beat in 4 tinuies? a 4 2 " = Explain your reasoning and solution. Sem eecceerceoeeeseeceee 1 a " a " . . * Scoring: 0 T z 3 i Unsatisfactory: Marginal Proficient: Excellent: 7 ~ . _ Litle Pertial Significant Attainment Fall 7 7 Attalnment Attainment AMtanenent u 7 u a | The task ie attempted | Part of the task is Student could work to | Strategy and execution | 4 © | end some mathematical | accomplished, but there | ful attainment with | meet tho contonk _ effort le made. There | le lack of evidence of | minimal corrections, | process, and standards | may be fragments of | underetanding or Errors are minor. of the fark or concept, | accomplishment but little | evidence of not Student can. a ‘or no success. understanding communicate ideas. a derstanding : ° ey ’ Sueeeeuoeeee wae gee itesuuresrorTeachiog.comName: Date: Seon Fluency of Multiplication and Use of geeuuee _ poguauuey. Task Asessnent 4 * SuBTS %, . * Directions: Read and answer the problem below. Using mental computation, ‘the product of 24 x 28 be over or under (0? « « 2 . . . a eemeecat™ Explain how you know. Solve 29 x 28 to validate your answer. a 0 a u 8 8 a a 3 a @ a a @ 8 a a a a . a a u " a a | Scoring: 0 Tt 2 5 7 Unsatisfactory: Marginal: Proficient: Excellent: . 2 . Little Partial Significant Attainment Full Mt Attainment Attainment Attaiwnent " 5 a | The tack ie attempted | Part of the task ie Student could work fo | Strategy and execution | # 4 | and come mathematical | secomplihed, but there | full ttainment with | mast the contont : effort te made. There | le lack of evidence of | minimal corrections process, and standarde | 9p may be fragmente of | understanding or Errore are minor of the tack or concept, | accomplishment but litte | evidence of not Student eon a or no euccese understand communicate ideas, “ " . *. ry of Suueceeeeoeee powou a? idalliResourcséorTeaching.conName: _ Date: Score: Flu ‘of Multiplication and Use goeueee ney 2 ¢ Task Assessment 5 . SUBS Directions: Read and answer the problem below. wuuuomogy One factor of a multiplication problem is 238. What could ike other factor be if the product is between 1,000 and 1,500? List 2 possibilities. weeoeeee & 2 Explain how you found your solutions. ' t | i a a 8 a a a u a . a ia 8 5 2 5 " a = 5 u a 7 a 0 : & Scoring: : 0 T 2 3 B Unsatisfactory: Marginal: Proficient: Exeatteni: a ————_______| ds . Littl Portal 5 . : ttle gnifieant Attainment Full 5 i ‘Avialxment Atfalnment Attainment 8 5 a a | The task is attempted | Part of the task te Student could work to | Strategy end execution . & | end some mathematical | secompliheds but there | full attainment with | mo! the content : U Jeffort iemade. There 16 lack of evidence of | minimal corrections. | procees, and standards | may be fragmente of | understanding or Errore are minor of the task or concept. | accomplishment but little | evidence of nat Student eon 8 ‘or no success, understandin, communicate ideas. & i &Name: Date: Score: qoeteen eae, Monat eee * Task Assessment 6 seers ** a” Directions: Read and answer the problem below. ® 4 Explain why the 0 high ighted below belongs in the problem. What is iis = Purpose? How does if relate to place value? : 628 = x 35 3140 #18840 21,980 5 . 2 . a 7 : = Scoring: 0 I z s Unsatisfactory: Marginal: Proficient: Exeelient: Little Portal Signifiont Attainment Ful Attainment Attainment AMainment ‘The task Is attempted and some mathematics! effort is made. There may be fragmente of ocomplichmont but ttle Port of the task ie cccomplihed, but there Ie lack of evidence of understanding or evidence of nob underatonding. Student could work to full attainment with minimal corrections, Errors are minor. Strategy and exueution rect the content, process, and ctandards of the task oF concept, Student con communloale Ideas, ague® wouew ALL RIGHTS RESSERVED CHiathResourcsForTeaching.comName: suucue o* + « ° a Directions: Read and answer the problem below. . # How would you arrange the 5 numbers below to create the largest product 3 possible? 8 the largest product. Date: 0 Wy OOO Fluency of Multiplication and Use of Algoritho Task Assessment 7 Explain how you decided to place the numbers and how you know you created The task is attempted and some mathematioal offort ls made. There may bo fragmente of ‘accomplishment but little Part of the task ie accomplished, but there Us lack of understanding or idence of ovidence of nat understanding, . a . 5 . : a Scoring: . a —— 0 T z s Unsatisfactory: ‘Marginal: Proficient: Excellent: Little Portia Sigaftant Attament Fal Attainment Attainment Attainment Studont could work to Full attainment with ‘minimal corrections. Errore are minor Strategy and oxocution mest the content, process, and ctondards of the tack or eoncopt. Stu communieate ideas, it can " u . ” " 2 a . a . 7 2 8 a 8 8 " a a u a a o 0 a a a ” a u u w " w . . a a u a a, woun guess” ESSERVED OMalliesourcs?or Teaching comName: 5.NBT.5 Multiplying Whole Numbers Using the Standard Algorithm 1. Multiply 2. Multiply — 323 x3=? 524x4=? A. 696 B. 969 C. 666 A. 2,196 B. 2,016 C. 2,096 3. Multiply ~/4. Multiply 2,432 x 5=? 3,637 x 6=? A. 12,160 B. 10,060 C. 11,610 | A.20,842 B. 21,822 C. 22,832 5. Multiply 6. Multiply 63x 24=9 572 x 32=2 A. 912 B. 1,512 C. 1,622 | A. 18,304 B. 19,504 C. 17,404 7. Multiply 8. Multiply | 822 x 562=? 5,045 x 45=? A. 551,764 B. 61,964 C. 461,964 A. 327,125. B. 227,025 C. 327,325 ‘9. The 4" grade students at Lincoln Elementary School are buying t-shirts for their school performance. There are 121 students, and t-shirts are $8.00 each. How much will all of the t-shirts cost? A, 3698 B. $858 C. $968 10. Each of the seniors at Mountain View High School donated 25 hours of their time in community service. If there are 463 seniors, how many hours were donated in all? A. 11,575 B.10,675—C. 9,565 Steve Herrmann Page 8Teacher Notes For Grading Task Assesements S.NBT.6 Task 1 Students can show division of whole numbers with one and two-digit divisors using place value, arrays, area models, and other strategie | * Student ean explain computations | * Students need to recognize that this is « division problem and that the remainder reprasents the number of full egg cartons. There are two eggs still needed fo provide oach sludent with on ogg. Therefore, the elementary school needs 20 egg cartons fo accommodate evory eid If the field day organizer doubles the amount of eggs each student should receive, he will alee need to double the amount of egg cartons, S.NBT.6 Task 2 * Student can show division of whole numbers with one and two-digit divisors using place value, arrays, area models, and other strategies. + Student can explain my computation. * Student with @ strong number sense and understanding of division will get an answer of 52 RI2 and realize that each student will get 52 stickers but there will be I2 stickers left over, * Some students will rely on the standard algorithm and simply give an answer of 52 RI2. S.NBT.6 Task 3 | + Student can chow division of whole numbers with one and two-digit divisors using place value, arrays, area models, and other strategies, + Student can explain my computation. S.NBT.6 Task 4 * Student can show division of whole numbers with one and two-digit divisors using place value, arrays, area models, and other strategies. + Student can explain my computation,Teacher Notes For Grading Task Assessments S.NBT.6 Task 5 + Student can show division of whole numbers with one and two-digit divisore using place | value, arrays, area models, and other strategies. * Student can explain computations. S.NBT.6 Task 6 * Student can s how division of whole numbers with one and two-digit divisors using place value, arrays, area modele, and other strategies. + Student can e explain computations. + Students can show understanding of the division vocabulary, S.NBT.6 Task 7 | * Student can s how division of whole numbers with one and two-digit divisars using place | value, arrays, area models, and other strategies + Student can e explain computations. * Students can show understanding of the division vocabulary. S.NBT.6 Task 8 Students can show division of whole numbers with ene and two-digit divisors using place value, arrays, area models, and other strategies. Students can explain computations. Students need to be able to interpret the remainder and explain how it impacts the outcome S.HBT.6 Task 4 * Students can show division of whole numbers with one and two-digit divisors using place value, arrays, area models, and other strategies. * Students can explain their computation, S.NBT.6 Task 10 | * Students can recognize when It Is appropriate to multiply or divide Students can explain how they calculated the answers, SHBT.6 Task 11 * Students can estimate the quotient by rounding the values.ind whole-number quotients of whole numbers with up to four-digit dividends and gt divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the ealeulation by using equations, rectangular arrays, and/or area models Student Assessment Recording Sheet Name Litile Affainwent attempted and eome mathomatiesl effortines eee Date! Score:_____ geuuuuoue nding Ourtlents weuuuoug, 7 ie sessnent 1 ® eo SaNBT.S Directions: Read and answer the problem below. e At the end of the year field day there is an egg fess. There are 23% students in the % school. Twelve eygs are in one carton. How many cartons are needed so that each studlent gets an egg? cartons Explain why your answer is correct, The field day prganizer decides that each student should have two eggs. How will this decision affect the number of cartons he needs to buy? EGUCCGCERK Eee Re eee he eee cere eee EE Seoring? 0 T 2 Unsatisfactory: Marginal: Proficient: Exeelleni: fa Little Partial Significent Attainment Full 8 Attainment Attolnment Atainment a Tho tackie attempted [Pert of the taskie | Student could work to | Strategy end execution | and some mathematical | accomplished, but there | full attainment with | meet the eonten, 2 B |ottort ie made. There | is lack af evidence of | minimal corrections. | procees, and elandarde | s may be fragments of understanding or Errors are minor. of the tagh or concept. a | aocomplihment but Itt | evidence of not Student can 8 . cate Ideas, w E understanding communicate td iDate: Fin Quotients Task Assessment 2 give out to her 31 students. UF she student an equal amount, how many stickers will each student receive? o a” Directions: Read and answer the problem below. ® " a Ms. Parker has 1,634 stickers to ' ' Explain how you found your solution, Scores, gunuuede, gives each Little Attainment ‘Tho tack Is attempted cand some mathematical effort 1s made. There may be fragmente of eccomplichmant but little Partial Attainment Port of the task ie accomplished, but there Ie lack of evidence of Uunderetanding or evidence of not understanding. Significant Attainment Student could work to fall attainment with minimal corrections. Errore are minor. " ” = \ : a 2 . . . = Scoring: 0 a 2z re) Unsatisfactory: Marginal: Proficient: Exeelteni: Full Attainment Strategy and execution moot the contant, process, and standards of the task or concept. Student ean communicate ideae, « Sewe Becccercceeceeeececn® a w " a a a " ceoccececaeName: Date: Finding Quotients oun oF Task Assessment 3 of e Directions: Read and answer the problem below. A train from New Orleans to New York makes 6,436 stops in its 174 deys of travel. How many stops does the train make in one day? Seueweee . e eceecerent™ Explain how you found your solution. a s " a . 2 8 " ® a a a a 5 s a : . ia a 5 a 5 . a = Scoring: 2 “ - " 0 T z 3 & Unsatisfactory: Marginal: Proficient: Exeeltemi: 7 2 ——— 2 : Little Partial Significant Attainment Full 5 S ‘Matnent Aainment Attainment s 5 " | The tack is attempted | Part of the task ie Student could work to | Strategy and execution = 4 | and some mathematical | accomplished, but there | Ful! attainment with meet the content, a | effort ie made. There 16 lack of evidence of | minimal corrections. | process, and standards | Ur | may be frogmente of | understanding or Errore are minor of the task or concept, | | accomplishment but ttle | evidence of not Student con 8 or no succeee understanding communteato & we a cue® wuuuoeeeoe wusoo oe uug ALL RIGHTS RESSERVED ClathResourcsFor'Teaching.com& cuneccee, geuug o* + ¢ Ouotients Finding Task Assessment 4 Directions: Read and answer the problem below. ‘The New York Yankees ball club received 2,654 baseballs. The general wanager decided Yo store the them in boxes that hold 18 balls. How many boxes car be con ? Explain how you found your solution, eiely vik * acceccans® Scoring: 0 I [a Unsatisfactory: Marginal: Proficient: Excellent: Little Partial Significant Attainment Fl Attainment Attainment Attainment The tack Ie at tempted end come mathematical effort ie made, There may be fragments of accomplichment but little Part of the task Ie eccompliched, but there Ie lack of evidence of understanding or evidence of not understanding Student could work to full attainment with minimal corrections Errore are minor. Strategy and execution meot the content, process, and efenderde a a y w a . ” a a a ® s a a u a o " a 2 of the tatk or concept Student can communioate Ideas ec % 5Name: ot € gusuuuugg Task How many prize points did she got? In another contest Max got a prize point for e fickets and got the same number of prize points as Janie, Explain why this is true, Finding Quotients ssment § Directions: Read and answer the problem below. Tanie got a prize point for every ten raffle tickets she sold. She sold 268 va 4 tickets he sold. Wax sold 166 Score eeuuaeue, ° S.ulBT.6 %, Scoring: 0 Unsatisfactory: SCC C CECE ERCP REECE REECE, « Little Attainment The task la attempted end some mathematical effort ts made. There may be fragments of ‘sccomplishment but little eSRRRGouee . T Port of the tack le ‘accomplished, but there Is lack of evidence of understanding or evidence of not understanding. z Marginal: Proficient: Exe: a | Partial Significant Attainment Full Attainment Attainment Student could work to full ottainment with minimal corrections Errors are minor. Strategy and execution meot the eonteni, procacs, and stendarde * s w a u 8 a a a a a . a a . 8 a @ a " " . a a " a u . 5 u y u a « . a u w 8 u of the task or concept. Studant ean communicate ide wane? ouresForTeaching.comName: seunnennny, gunouue * * J” Directions: Read and answer the problem below. The quotient of a division problem is 30 when rounded to the nearest fen, The divisor of the same problem is 60 when rounded to the nearest ter, The dividend is between 1,000 and 1,800. What is a possible quotient and divisor in this problem? Explain why these numbers would work for this problem. Scoring: 0 T z a _ Unsatisfactory: Marginal: Proficient: ‘xectont: | Little Partial Significant Attainment Full Attainment Attainment: Attainment ‘The task le attempted cand some mathematical effort Ie made. There may be feagmants of accomplishmant but little Port of the task le ‘accomplished, but there Js lack of evidence of Understanding or evidence of not understanding, Student could work to fall attainment with minimal corrections. Errors are minor eee eee ee eee eee ee eee eee eee Strategy end execution meet the content, procass, ond etandarde of the tatk or eoneeph Studont oan communicate Ideas. ®scccucecas ° guusuue® oe "ALL RIGHTS RESSERVED Cilatiesourcs¥orTeaching.comScore uuuuue Siare °. Directions: Read and answer the problem below, Write a division problem using a ‘t-digit dividend and a 2-di results in an even quotient. Show your work. ft divisor that weecceeg, weeeeccee® " : 2 4 u : " . . = = Scoring: 7 . 0 T z 2 Unsatisfactory: Marginal: Proficient: . 2 Little Pertial Significant Attainment Ful) a : AMtainment Attainment Attainment a i a |The task is attempted | Part of the task ie Student could work to | Strategy and execution | # 4 | and some mathematical | secomplished, but there | full attainment with ‘moot tho content, | effort ie made. There | !8 lack of evidence of | minimal corrections. process, and standarde | may be fragments of | underetanding or Errore are minor, of the task or concept. | a accomplishment but little | evidence of not Student con a or ne success, understandin, communicate Ideas. a ideretending, Neate id i: x Sues eee eee eee eee ALL RIGHTS RESSERVED OhiathResouresForedching.comName: Date: Seore, were Fag Outen senrereny, ” satare ** e” Directions: Read and answer the problem below. The carpenter needs 80 square tiles to cover the family room floor, The % tiles come in boxes of 7. How many boxes does the carpenter need? . 7 « a 5 a u The carpenter needs 86 tiles to cover the basement floor. Ile will need more i boxes for the basement floor than the Family room floor, Explain why this iso uw correct. : 5 8 . ¥ : * s a . eEREGEEEE e* « . a a a s a T a : ‘Marginal: Proficient: Excellent: 5 — a a Little Partial Significant Attainment Full 7 Attainment Attainment Attainment . " The task Is attempted Port of the task ie Student could work to Strategy and execution . ‘and some mathematical | accomplished, but there | full attainment with moot the content, bl ‘effort is made. There | 18 lack of evidence of | minimal corrections, | process, and standarde | 4 may be fragments of | understanding or Errore are minor. ‘of the task or concept. a accomplishment but itle | evidence of not Student oon 8 or no success, understand communicate teas u ss : y * wooe® esourcsFor Teaching comNaine: sueee o ee Divide 2694 + 63 = womemnee « « Date: Finding Task Guotients ssessment 4 Directions: Read and answer the problem below. Ulustrate and explain the calculation by using equations, rectangular arrays, and/or area models, Score: useuemug, Little Attainment The task Is attempted and some mathematical ‘offort le made, There may be Fragments of ‘accomplishment but little Portial Attainment Pert of the teak ie but there Ie lack of evidence of accomplish understanding or evidence of not underetonding. a = a a . : Scoring: . 0 2 = 3 : Unsatisfactory: Proficient: Excellent: Significant Attainment Student could work to full attainment with minimal eorrections Errore are minor Full Attainment Strategy ond exsoution ‘moet the content, process, and standards of the task or eoneept. Student ean communicate ideas. “ec eREE GREECE EKCeoeeee wot opug JED CNathiResourcsForTeaching.comDate: Finding Quotients Task Assessment 10 ¢ "Directions: Read and answer the problem below. « w Ms. Parker bought 5 boxes of crayons at the store fo share with hier students, Eueli box at is the total number of crayons lirs, Parker bought at © contained a total of 6't crayons. & the store? Explain your answer using pictures, diagrams, mathematical expressions and/or words. Scoring: Hrs. Parker wants to give each of his students an equal number of tie crayon: There are 28 students in Mrs. Parker's class, How many crayons should edch student get? How many more boxes of crayons does Ms. Parker need if she wants cach of her sfulents fe get 22 crayons? Explain your answer wing pichres, dg mathematical expressions and/or words bought. « cencececeee® 0 Unsatisfactory: Little Attainment Tho task la attempted ‘ond some mathematical ‘effort le made, There may be fragments of ‘ocomplishment but little T Marginal: Portal Attainment Part of the task ie ecompliched, but there Is lack of evidence of underetanding or evidence of not understending, 2 Proficient: Significant Attainment Student could work to full at toinment with minimal corrections. Errore are minor 3 Exeellent: Full Attainment Strategy and oxocullon moet the content precees, and etendards of the task or concept. Student ean communloate ides ®eu sec C RCC R ER EC EPEC ee eeeName: euuee + ie Date: Finding uotients wewounyy ‘Task Assessment 11 Directions: Read and answer the problem below. Using mental computation, will the qu 20? Explain how you know. nt of 846 = 42 be over or under * Scoring: 0 T z 3 Unsatisfactory: Marginal: Proficient: Excellent: Little Partial Significant Attainment Full Attainment Attainment Attainment ‘The tack Ie attempted and some mathematical effort Is made. There may be fragments of accomplishment but little Port of the task ie ‘accomplished, but there Je lack of avidence of understanding or evidence of not understanding ‘Studant could work to full attainment with ‘minimal corrections. Errore are minor. Strategy and exocution meet the content, process, and standards of the tatk or concspt. Student oon communicate Idec CCC CRMC OK COCO ee eee wea jeeName: 5.NBT.6 Dividing Whole Numbers 1. Divide 2. Divide 230+5=? 6447-2 A.36 B.38) 4C.46) ~D.48 A.88 B.92 C.72) D.79 3. Divide 4. Divide | 1201 768 + 24=? Ags EO C10, D4 Tore Te Cole} ihe) 3. Divide 6. Divide 7.220 +95=9 3,575 +55=? A.7%6 B54 C62 D.88 | A.S3 B37 C.77 D.65 7. David has 348 baseball cards in his collection. If he puts them into 3 equal piles, how many cards will be in each pile? A.106 B.116 C.108 D126 8. Rachel collected 352 pieces of candy on Halloween night. If she eats 4 pieces of candy each day, how many days will it take her to eat all of it? AB B.69 C.88 D.63 9. There are 324 pencils in a box. There are 27 students in a class. If the pencils are handed out equally, how many pencils does each student get? A12 D.15 eee eeeee 10. Anna’s family drove 1,225 miles | | on their summer road trip. If their gets 25 miles per gallon, how many gallons of gas did they use? ASS B49 C.57 D.63 ©Steve Herrmann Page 9Teacher Notes For Grading Task Assessments S.NBT.7 Task 1 Student can add, subtract, multiply, and divide decimals. Student can explain how I computed with decimals using concrete modele or drawings. S.NBT.7 Task 2 Student can add, subtract, multiply, and divide decimals. Student can explain how I computed with decimals using conerete modols or drawings. S.NBT.7 Task 3 Student can add, subtract; multiply, and divide decimals. Student can divide with decimal when there is a 0 in the quotient. Student can explain how I computed with decimals using concrete modals or drawings. S.NBT.7 Task 4t Student can add, subtract, multiply, and divide decimals S.NBT.7 Task 5 Student can add, subtract, multiply, and divide decimals, Student can determine when a problem le multi-step. Student can explain how I computed with decimals using conerete models er drawings, SNBT.T Task 6 Student can use two numbers that have values in the decimal place value. Look for students understanding which two addends could be used to make ISH SNBT.7 Task 7 Student can add, subtract, multiply, and divide decimals. Student can use input/output tables to solve for missing number. S.NBT.7 Task 8 Student can add, subtract, multiply, and divide decimals, Student can explain how I computed with decimals using concrete models or drawings. Student can recognize that subtraction is required to solve Student has an understanding of decimal place value, decimal equivalents D-Cllai Resour csForFeachine alTeacher Notes For Grading Task Assessments | S.NBT.7 Task 4 + Students can recognize that thie 1s a sharing division type of expression. * Student knows the total amount and the number of groups and they need to find out how much are in each group. + Student con see that the answer is reasonable. S.NBT.T Task 10 * Student can add, subtract, multiply, and divide decimals. * Student can explain how I computed with decimals using conerete models or drawings, S.NBT.T Task 11 * Student can add, subtract, multiply, and divide decimals * Student can explain how I computed with decimals using concrete models or drawings. S.NBT.7 Task 12 | + Student can choose a value less than 12.35 and subtract. This will give the studante two numbers that can be added together to make 12,35, + Student can choose a value more than I2.35 ond subtract. This will give tho students two numbers thet can be subtracted from one another to make a difference of 12.35 + Student can add, subtract, multiply, and divide decimals. S.NBT.7 Task 13 * Student can add, subtract, multiply, and divide decimals * Student can explain how I computed with decimals using concrete medole or drawings. S.NBT.7 Task 14 * Student can add, eubtract, multiply, and divide decimale * Student can explain how I computed with decimals using concrete models or drawings | * Student can solve using concrete models, drawings, or the traditional algorithm + Student can recognize that this fe « multi-step problem. S.NBY.7 Task 15 + Student can use mental math to calculate two decimal addends. * Student can add, subtract, multiply, and divide decimals, nesFor Tenchi oi)Teacher Notes For Grading Task Assessments S.NBT.7 Task 16 + Student can add, subtract, multiply, and divide decimals. * Student can explain how T computed with decimals using concrete models or drawings: S.NBT.T Task 17 + Student ean multiply each expression and then compare the products SNNBT.7 Task 18 * Student can use mental math te calculate two decimal addende, * Student can add, subtract, multiply, and divide decimals.SNBT.T-Add, subtract, multiply. and divide decimals to hundredths, using eoncrate wads ot drawings and strategies based on place value, properties of operations, sid/or ilie relationship between addition and subtraction; relate the strategy to 4 weltien iwethod ant explain the reasoning used, 5 Exeollent: Full Affainment Strategy and Jt the and etondarde of the fark or concept, Studant ean Name Date | Date} Date | Date | Date | Date || communicate doa Student Assessment Recording Sheet 2 Rroticient Significant Attainment Student could work te full attainment with inna —} corrections. Errore dunginal will Attainient L Pert of the tosh is secompliched, but there e lack of svidenoe of “|| understanding or evldenee of not © Unsatistactory: Lifile Aifaiiivent The toe te attempted and game matherat ica af Fort le made. Thare moy be fragments of E accomplteiment butName: Date: geee een n | Maire Mapiy mR NS ayy o Task Assessment 1 7 *, 7 SBT. wemeeneg « « Directions: Read and answer the problem below. A tabletop has the measurements 4.5 meters by 1.3 meters, What is the area in square meters? If the carpenter cut 0.2 meters off of one side, how would that affect the area of the tabletop? boes it matter which side is cut? Show your work, incluling « diagram. You can use graph paper if needed. Scoring: _ 0 T 2 3 Unsatisfactory: Marginal: Proficient: Excellent: Little Partial Significant Atfainment Fal Attainment: Attainment Attainment The tack ie attempted | Part of the tosk ie Student could work to | Strategy and execution and come mathematical | accomplished, but there | Full attainment with | meet the content ‘effort is mado. There {16 lack of evidence of | minimal corrections. | prococe, and ctandarde may be fragments of | understending or Errore are minor of the toak or concept accomplishment but little | evidence of not Student can or no success. understanding. communicate Keas + eccercual® CoRR UCM RPE CREEK REECE CK Ke eeeName: _ guuee o seconds? euceeneg * * Date: Task Assessment 2 ‘Add, Subtract, Multiply and Divide Decimals Directions: Read and answer the problem below. Explain how you found your solution. Busuueug, S.NBYY A comet is traveling at 3.7 miles per second. How far does if travel in 0.75 The tack le attempted and eome mathematical weeeccee effort te made. There may be fragments of ‘accomplishment but little Part of the task ie ceccompliched, but thé le lack of evidence of understanding or evidence of not underetanding. ‘Student could work to © | full etteinment with minimal corrections. Errore are minor a " . = = . Lal — " . . 2 Scoring: 0 t z ¥ Unsatisfactory: Marginal: Proficient: Excellent: ej nl Little Partial Significant Atfainment Full Attainment Attainment Attainment Strategy and execulion meat the content, process, and etandorde of the task or concopt. Studant eon communicate ideas. x st Ueeeee eee eee Score: BCRP Reece meee peecccce exgecece can ALL RichiTs RESERVED ClaihiResourcs¥erVeacing comRoemer & * Directions: Read and answer the problem below. Max divided 4.18 by 3 and got the quotient 3.6, Find the correct quot fell what you think Max did wrong. a a a a a a a = a a a a 3 a a Scoring: a 0 t z =r | Unsatisfactory: Marginal: Proficient: Exeeilenit a a “ " Little Partial Significant Attainment Full 5 Attainment Attainment Attainment " a The task ie attempted | Part of the task ie Student could work to | Strategy and exeoution | and some mathematical | eeeomplihed but there | ful ttaiomont with | meat the contenh s offort made. There | le lack of evidence of | minimal corrections. | proceee, and etandarde | may be fragments of | understanding or Errore are minor. of the task or concept, | accomplishment but little | evidence of not Student ean a or ne success understand communicate ideas. 8 se Z a CCCs eee eee ALL RIGHTS RESSERVED CMaihResourcsForYeaching.comName: Date: ‘Add, Subtract, Multiply and Divide eee Seema io Task Assessment 4 Directions: Read and answer the problem below. eee For the Presidential Physical Fitness test the following scores were niade in the siuvile Student Time (seconds) What is the difference in the longest time if took to run and shortest tae BRE ROR RC ECCU MECH E CCR E CECE BEC EEO K ee o ee E Bit took to run? . = = . . : Scoring: 0 Tt 2 3s 7 Unsatisfactory: Marginal: Proficient: Exeetlant: tl : Little Partial Significant Attainment Full : Attainment Atfalnment Attainment . . The task Io attempted Part of the task is Student could work to Strategy and execution © | and come mathematical | accomplished, but there | full attainment with | meet the content BJ effort ie made. There |t#lack of evidence of | minimal corrections, | procees, end etenderde may be fragments of understanding or Errors are minor. of the task or concept. accomplihment but little | evidence of not Student en or no aucceee underatanding communicate Wear. *eeecees = * Directions: Read and answer the problem below. Melissa bought a drink for $1.50 and a sandwich for $2.75. She has $14 Date: ad, Subtract left. How much did she start with? Explain your reasoning, Soares puuuunEy S.Br.7 * Eegeeeeeeceesnceeet accomplichment but ittle a a a . . a : a Scoring: i 0 i a 3 " Unsatisfactory: Marginal: Proficient: Excellent a | ES en Seen ee “ 4 Little Partial Significant Attainment Full 5 Attainment Attainment Attainment e 2 The task Is attempted Port of the task i6 Student could work to Strategy end execution Lal and some mathematical | eeeompliched, but there | full attainment with meet the content, t effort is made. There | Ie lack of evidence of — | minimal corrections. | process, ond etendarde | & may be frogmente of | understanding or Errore are minor. of the Yosk or concept. | a 2 evidence of not understanding Student ean ‘communieate id eee 2sNatne: nuccume, aeoe ot o Date: ‘Add, Subtract, Muliply and Divide Beene : Task Assessment 6 Directions: Read and answer the problem below. Caroline added two decimal numbers that resulted in a sum of 64.34, What two arddends could she have used? Justify your solution. Scoring: 0 T 2 3 Unsatisfactory: Marginal: Proficient: Esecellont: Little Partial Significant Attainment Full Attainment Attainment Atfoininont The tack la attempted ‘and come mathematical ‘offert ie made, There may be fragments of accomplishment but litle Port of the task te ‘accomplished, but there te lack of evidence of underetanding or evidence of not understanding. Student could work to full attainment with ‘minimal corrections Errors are minor, Strategy ond oxocullon meat the content, . a " o a a a s u a s . . a a a a " " a " a a a a 3 " . . a a . a precese, and etandorde of the task or concept. Studant ean communicate ideae. wunuueuooeee2” Directions: Read and answer the problem below. ° " 5 5 A i. a The rule for the Function fable is add 3.25. Find the missing outputs. s 5 —— . . pot | ourpur © 5 L rt u » ay | Ges “ 5 4 u 4136 a . | u sect | 20st 4 u " 1082 u " a a 8 = The rule for the function table is add 14.037. Find the inissing inputs and i i output. a “ pe a Tepat | outpor i a t 17337 a « ——— a . ust a a a “ u mis | as7 8 5 u “ 37325 e : a - a Scoring 0 . 0 Tf 2 a Unsatisfactory: Marginal: Proficient: Exeelleni t at] Little Portia Significant Attinmont Fal S ‘Attainment Attainment Attoininont 5 u The tack ie attempted | Part of the task ie Student could work to | Strategy and exscution |g cand some mathematical | accomplished, but there | ful attainment with | moo! the conten’ a effort ie made, There | lack of evidence of | minimal corrections. | procoss, and etandarde | may be fragmente of |_| understanding or Errore are minor. of the task or concept. . iccomplishmont but little | evidence of not Student con . ‘or no sue understanding communicate ide 2 ° « wey ee ouresi or Feuching.conMorgan ran the 200 meter run in 29.31 seconds. Brooke ran the 200 meter tun In 47.3 seconds. How much longer di Use what you know about decimals to explain how you foun:! your answer, it take Brooke fo run lier lap? Scoring: 0 Tt z 3 Unsatisfactory: Marginal: Proficient: Exeellent: Little Portal Significant Attainment Full Attainment Attainment Mtaininent a The took ie attempted | Part of the teskis | Student could work to | Strategy end exveution | and some mathematical | accomplished, but there | full attainment with moat the content, I effort e made. There | le leck of evidence of | minimel corrections. | process, and etandards | may be fragments of understanding or Errore are minor. of the task or concept. accomplishment but ttle | evidence of not Studant con a or no succets understanding cominunlcet hao 4 2 s u w a a a a a a a . s = 0 a " a a a u a a a . a a 8 @ + weeae ys ouoeoe waa ALL RIGHTS RESSERVED OfiuilitesouressorTeachhng.cowSear veuuuMuay & « suBr7 ° Directions: Read and answer the problem below. Write a word problem that could be solved with the expression 3.43 » 6, ‘Then Find the solution for your problem. neuen, e * eecuceaa® a " a 7 a 5 0 a a : - u : 8 : a . 8 5 u a " " a ® : a a a Q a « . Lal = Scoring: 7 " _ a 0 ‘4 z 3 i Unsatisfactory: Marginal: Proficient: Excellent: . — 8 : Little Partial Significant Attainment Full iz . Attainment Attainment Attainment a t u | The tack e attempted | Part of the fork e Student could work to | Strategy and execution | 8 | and some mathematical | seeemplished, but there | full aHainment with 10} the content, 7 S| effort is made, Thare | is lack of evidence of | minimal corrections, | process, end elandarde | may be fragments of | understending or Errore are minor. of the task or concept. | ‘accomplichment but little | evidence of not Student can, a ‘or no success. understanding communicate ideas. = = : ee & ast? eeeeeeoee s wresForTeaching.conees Date: ‘Add, Subtract, Mulfiply and Divide Decimals Task Assessment 10 ." Directions: Read anu answer the problem below, * * Jackson bought + books that were $6.95 each for his summer reading. How t tauch did he spend on books? $ u 3 a 2 a a 2 2 a a 3 a . = Scoring: ; 0 a z g is Unsatisfactory: Marginal: Proficient: Excellent: @ en Little Portia Significant Atfolnment Full ie Attainment, Attainment Attainment . u The feck ie attempted [Pert of the task ie | Student could work to | Sirotegy ond exvcution | end some mathematical | eccomplched but there | ful attokment wh, | mest tne conteoh 2 effort ie made, There slack of evidence ef | minimal corrections. | process, end stendards | may be fragments of understanding or Errors are minor, of the task or concept. a accomplishment but litle | evidence of not Student con 8 or no success. undaretanding. communicate ideas. s °. « “Cuum eee eee ece ee eee ALL RtGinTs ReSsERUeD Chiua” Directions: Read and answer the problem below. “6 ” © Brennan's backpack weighed 11.25 pounds. Mason’s backpack weighed 18.7 = pounds. How much heavier was Mason's backpack? BR ERC CCRC CEO a . . " " a s 7 | a a Aan a Scoring: " 0 z a = Unsatisfactory: Proficient: Excellent: jz " | s . Little Partial Signiftcant Attainment Full t 7 AHainment Attalnment Atfatnment 2 . a & | The task ie attempted | Part of the fork is Student could work to | Strotogy and oxscution | # | and some mathematical | aecompliched but there | full attainment with moct the content, : 4 | effort ie made. There | lelack of evidence of | minimal corrections, | process, and siondarde | may be fragments of | understanding or Erors are minor: of the task or concept. | ‘accomplishment but litte | evidence of not Student oan or no success understanding communloate ideas « ®ayDate: Score: iy and Divide Bueuueug ment 12 Sab Directions: Read and answer the problem below. . Wendy added two numbers that had a sum of 12.35. She subtracted 2 numbers u that had a difference of 12.35. What numbers might she have added and what : humbers might she have subtracted? * SEEGER CCE CCE cee wae ee 1 " " " " . . = Scoring: 0 T 2 5 . Unsatisfactory: Marginal: Proficient: Exeallent: 7 a see] 7 Litle Partial Signficont Attainment Full a i Attainment Attainment Mttoinment a 5 a tt | The tosk ie attempted | Part of the fark ie Student could work to | Strategy end execution | 8 | and some mathematical | seeomplished, but there | full attainment with moot the content, : effort ie made. There | le lack af evidence of | minimal corrections. | process, and etandarde | may be fragments of | understanding or Errore are minor. of the task or concept. | a ‘accomplishment but little | evidence of not Student can or no success. understanding, communicate ideas. ?.« SOC ER CCRC ERR Ee EEE, ‘and Divide Task Assessment 15 Directions: Read and answer the problem below. Sohn bought four video price. How much was each game? $ Explain your reasoning, uuuueey « Susy °. Scor games that totaled $82.64. Each game was tie sane Scoring: 0 T z s Unsatisfactory: Marginal: Proficient: Excellent: af Little Partial Significant Attainment Full Attainment Atainment Mtainment ‘The tosk le ottompted ‘and some mathematical effort ie mode. There may be fragmente of eceomplichment but little Port of the taek te accomplished, but there Is lack of evidence of understanding or evidence of not understanding Student could work to full attainment with minimal corrections. Errore are minor. Strategy and exscution meot the content, process, ond clandarda of the task or eoncupl Student eon communica! Ideas, . geegccat a " a o s 2 a a o SUG REC HEREES ScccccegucesName: __ Date: Score: oeesueuuun ad Subtract, apy end Divide a Task Assessment 14 7 SA1G17 : Directions: Read and answer the problem below. vuunseug, s “steve rented a bike for week when she visited Rosemary Beach. The rental cost for the bike was $15.95 per day, He had his own helmet, but fhe strap broke on "the fourth day, so he had to rent a helmet for the last three days at a cost of e$L.75 per day. How much did it cost to rent the bike and helinet? Explain your reasoning. eee eee ee ee eee ee ee ee eee eee ee eee Scoring: 0 T z y Unsatisfactory: Marginal: Proficient: Exeellenis Little Partial Signifleant Attainment Full Attainment Attainment Attainment The task Ie attempted Port of the task ie Student could work to Strategy and execution and come mathematical | aecomplished, but there | full attainment with | moe! the contont, effort ie meade. There | '# lack of evidence of | minimal corrections, | procere, and etandarde may be fragments of | understanding or Errore are minor. of the task or concept accomplishment but litle | evidence of not Student con oF no success understanding communicate ideo o jesoiresi or Teaching.conste” Directions: Read and answer the problem below. = In this calculation some numbers are missing. What might they be? How do 3 you know? The task is attempted ‘and some mathematical ‘effort is made, There may be fragments of " " . s . . . « Scoring: u 0 T z so t Unsatisfactory: Marginal: Proficient: Exeellent: Ba en a i Little Partial Significant Atteinment Full Attainment Attainment Mtainment . " a " ‘accomplishment but little Port of the task ie accomplished, but there Ie lack of evidence of underetanding or evidence of nat underetanding Student eould work to full attainment with minimal corrections. Errore are minor. Strategy end execulion rect the content, process, and etandards of the task or eoncopt. Student can communicate ideas CRG C CREE CCR eee * euauye® HiResouresr ov Teschinyg.comName: eusuuee qe tRSSEecceeceree Task Assessment 16 Soret yd We enone, S.3T.7 understanding Directions: Read and answer the problem below. * 6 " Add, subtract, multiply, or divide. Use the space below to show iow you e each problem. a a a 29.28 = 4 21.37 x 5 = a s w aw uw u = a a a 402.5 x 3H = 106.003 - 68.5 = a u w u u Scoring? 5 0 T z 3 4 Unsatisfactory: Marginal: Proficient: Exeellen u . Little Perel Significant AHainment full . Attainment Attainment Attainment a a The tasks attompted | Fart of the task ie Student could work to | Strategy and oxsoution | 8 ‘ond come mathematical | accomplished, but there | full attainment with moot the contont, 5 effort ie made. There | 6 lack of evidence of | minimol corrections. | process, and stondards | may be fragments of understanding or Errors are minor. of the task or concept. a accomplishment but little | evidence of not ‘Student ean Le a sommunleale blew ¥. « mueeeuswuueeusd® “ALI RIGHTS RESSERVED CHathiResourcsForTeaching.comName: euuuue o* Re ° 2” Directions: Read and answer the problem below. . . = hours? a « thinking. ig cars, he can earn $5.50 Date Task Assessment 17 Wason can earn $7.75 an hour doing yard work, How satich caw he ‘Aad, Subtract, : * hour, Would Mason tiake more honey u Washing cars for 8 hours or doing yard work for 6 hours? Explain your Scores witiply and Divide eau Scoring: 0 T z Unsatisfactory: Marginal: Proficient: Little Partial Significant Attainment Full Aitainment Attainment ee ‘The task is attempted ‘ond some mathematical ‘effort is made, There may be fragments of ‘accomplishment but liHle Part of the task le accomplished, but th Ie lack of evidence of understanding or evidence of not understanding Student could work to | Strategy end execution "8 | full attainment with mact the content, minimal corrections, process, and stondards Errors are minor of the task or eoncept ‘Student ean ‘communieate ideas. ° SRR CREE ECO eee eee ee « “Ceumcseucueg eee ee eee ee ee re ALL RIGHTS RESSERVED OMathResourcsForYeaching.com"@ ae vor ~ «. « Using mental computation, will the product of 3.96 x 12.7 be over ov wniler Date: ‘Auld, Subtract, Multiply and Divide . Bec Task Assessment 18 Directions: Read and answer the problem below. 36? Explain how you know. Score: wuuuumday, %, SNBTT %, « eqegecc™ u e a a 8 a 5 " Scoring: 0 T 2 ss Unsatisfactory: Margin Proficient: Exeellent: Little Portil Significant Attoinment Fal Attainment Attainment Attainment The tack le attempted ‘ond gome mathematleal ‘effort ie made. There may be fragments of ‘accomplishment but little Part of the task te ceceomplithed, but there Ie lack of idence of understanding or evidence of not underetanding. Student could work to full @Htainment with ‘minimal corrections. Errors are minor. Strategy and oxooutlon meet the contunt, process, and stendarde SSR k OR eeCOReecrceeceE of the lath or concept Student cen communleate ideas. *. « ay 3 o® ut esF orYeaching.comName: 5.NBT.7 Add, Subtract, Multiply and Divide Decimals to Hundredths 1. Add ~/2. Add 25.37 + 46.24=2 492.76 + 92.55 =? A.71.61 — B. 62.61 B. 83.52 A.675.51 B. 484.11 C. 585.31 3. Subtract ibtract 837 -5.66=? 650.41 91.64 =? (sol B28l, 2 C27 le Asss8 77. B AGAR GT C435 8) 5. Multiply _ 6. Multiply 3.4*6=? 7.04 «5.9 A204 B.144 C.184 | A.51426 B,50.546 C. 41.536 7. Divide 8. Divide 4.2407 424+04=9 A59 B60 C.57 A.9.1 B.10.6 — C. 1.06 9, Bananas cost $.60 per pound. How many pounds can you buy with $3.00? Ad B.S C6 10. Alex sold 114 cups of lemonade in one week. Each cup cost $.50. How much money did he make? A. $56 B. $57 C. $58 Steve Herrmann Page 10