Author

Lauren Rips
Editorial Consultants:

Michelle N. Barnett Kent A. De Pue Erica Kaiser Margaret Kinney Gary W. Lovett
Illustrators:

Jos L. de la Rosa Carrie Hersch Brenda Morales

Copyright 2009 Bellwork Enterprises, Inc.

All rights reserved. No part of this publication may be reproduced, in any form or by any means, without prior permission in writing from the publisher. The reproduction of any part for an individual, classroom, school, or school system is strictly prohibited. Bellwork is a registered trademark of Bellwork Enterprises, Inc.

Bellwork 921 Mariner Street Brea, CA 92821-3827

(800) 782-8869 Fax (714) 482-2379 www.bellwork.com

Printed in the U.S.A. (08/11) ISBN 978-1-934930-08-3

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Table of Contents
Mathematics Assessments
Count, read, and write whole numbers to 10,000 - N1.1 ........................................................... 1 Compare and order whole numbers to 10,000 - N1.2 ............................................................... 5 Identifying the place value for each digit up to 10,000 - N1.3 ................................................... 9 Rounding numbers to the nearest ten, hundred, and thousand - N1.4 .................................. 13 Using expanded notation - N1.5 ............................................................................................... 17 Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................... 21 Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ......................... 25 Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................... 29 Using the inverse relationship of multiplication and division - N2.3 ..................................... 33 Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 .......... 37 Solving division problems of a multidigit number by a one-digit number - N2.5 .................. 41 Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ......... 45 Determining unit cost - N2.7 .................................................................................................... 49 Solving problems involving multiple skills - N2.8 .................................................................... 53 Comparing fractions represented by drawings to show equivalency and to add and subtract simple fractions - N3.1 ....................................................................... 57 Adding and subtracting simple fractions - N3.2 ....................................................................... 61 Solving problems with money amounts in decimal notation (whole-number multipliers and divisors) - N3.3 ................................................................ 65 Knowing the equivalencies of fractions and decimals - N3.4 .................................................. 69 Representing quantities as expressions, equations, or inequalities - A1.1 .............................. 73 Solving problems involving numeric equations or inequalities - A1.2 .................................... 77 Selecting appropriate operational and relational symbols - A1.3 ............................................ 81 Expressing and carrying out simple unit conversions - A1.4, M1.4 ........................................ 85 Recognizing and using the commutative and associative properties of multiplication - A1.5 ........................................................................................................ 89 Solving simple problems involving a functional relationship between two quantities - A2.1 ............................................................................................................ 93 Extending and recognizing a linear pattern by its rules - A2.2 ................................................ 97 Measuring the length and comparing the mass of objects - M1.1 ......................................... 101 Determining area and volume - M1.2 ..................................................................................... 105 Finding the perimeter of a polygon with integer sides - M1.3 .............................................. 109 Identify, describe, and classify polygons - M2.1 ..................................................................... 113 Identify attributes of triangles and quadrilaterals - M2.2, M2.3 ............................................ 117

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Mathematics Assessment 3

Name _______________________________________

Category: Number Sense Skill: Solving multiplication problems of multidigit numbers by one-digit numbers Standard: N2.4

2,561 7

5
A 14,927 B 17,947 C 15,627 D 17,927

Eight students are sitting at each lunch bench. There are 16 benches. How many students are sitting on the lunch benches? A 2 B 32 C 122 D 128

How much is eight times six hundred fifty-four? F 5,236 G 5,032 H 5,232 J 5,152

Twelve birds were sitting on each fence. There were 6 fences. How many birds were sitting on the fences? F 2 G 18 H 68 J 72

4,197 6

7
A 25,182 B 25,189 C 24,653 D 25,082

There are 321 students making 4 bookmarks each for a school fundraiser. How many bookmarks will they make altogether? A 12,084 B 325 C 1,284 D 204

How much is seven times seven hundred sixty-two? F 4,924 G 5,334 H 5,424 J 4,934

There are 250 pieces of candy in each of the 6 bins. How many pieces of candy are there altogether? F 256 G 1,200 H 1,250 J 1,500

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37

9 Solve the problem below. Show your work.

7,653 4

0 Solve the problem below. Show your work.

851 9

Score: ______ = ______% 10

California Mathematics Content Standard: N2.4

38

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Mathematics Assessment 3

Name _______________________________________

Category: Number Sense Skill: Solving problems involving multiple skills Standard: N2.8

Morgan had $10.00. She bought a pack of gum for $2.00 and a soda for $3.00. How much money did she have left? A $5.00 B $7.00 C $8.00 D $15.00

Twelve fish were swimming upstream. On the way, they each ate three bugs. Two more fish came and ate two bugs each. How many bugs were eaten altogether? A 32 bugs B 36 bugs C 40 bugs D 42 bugs

Carlos picked 10 oranges. He ate 1. Then he picked 5 more. How many oranges does Carlos have now? F 9 oranges G 14 oranges H 15 oranges J 16 oranges

Luisa had $20.00. She bought a sandwich for $4.00, a bag of chips for $1.00, and a milk for $2.00. How much money did she have left? F $7.00 G $4.00 H $16.00 J $13.00

At the market, frozen fruit bars cost $4.50 for a box of 9. Ice-cream bars cost 75 cents each. Would you be able to buy more frozen fruit bars or ice-cream bars for your money? A frozen fruit bars B ice-cream bars

Mrs. Neumann had 9 sharpened pencils in a jar. 3 of them broke, so she put in 5 new sharpened pencils. Then Addison borrowed 1. How many sharpened pencils are in Mrs. Neumanns jar now? A 15 pencils B 12 pencils C 10 pencils D 8 pencils

8 dogs were playing at the dog park. 4 dogs went home, but 2 new dogs came. How many dogs are at the dog park now? F 2 dogs G 4 dogs H 6 dogs J 14 dogs

At the pet store, a bag of 10 crickets costs $3.00 or you can buy each cricket for 50 cents. To get more for your money, should you buy a bag of 10 or 10 individually? F bag of 10 G 10 individually

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53

9 Solve the problem below.

Take 5, add 5, subtract 2, subtract 4, multiply by 1. What is the answer?

0 Solve the problem below.

Take 10, subtract 6, add 4, multiply by 2. What is the answer?

Score: ______ = ______% 10

California Mathematics Content Standard: N2.8

54

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Mathematics Assessment 3

Name _______________________________________

Category: Algebra and Functions Skill: Solving problems involving numeric equations or inequalities Standard: A1.2

Fill in the bubble next to the number that makes each number sentence true.
1 5

2+7=3 A 6 B 5 C 4 D 3

4+6= A 8 B 10 C 12 D 14

82>4 F 3 G 4 H 5 J 6

6+ F 2 G 3 H 4 J 5

<91

12 A 4 B 5 C 3 D 7

<5+1

21 3 = 6 + A 0 B 1 C 2 D 3

14 7 = F 1 G 0 H 2 J 7

+2

55>8 F 3 G 4 H 5 J 6

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77

9 Write a number sentence with both sides equal to one another.

0 Write a number sentence where one side is greater than the other.

Score: ______ = ______% 10

California Mathematics Content Standard: A1.2

78

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Mathematics Assessment 3

Name _______________________________________

Category: Algebra and Functions/ Measurement and Geometry Skill: Expressing and carrying out simple unit conversions Standards: A1.4, M1.4

Which of the following is used to find out how many feet are in 48 inches? A 48 12 B 48 12 C 48 + 12 D 48 12

Which of the following is used to find out how many pounds are in 80 ounces? A 80 16 B 80 16 C 80 16 D 80 + 16

Which of the following is used to find out how many cups are in 4 quarts? F 44 G 4+4 H 44 J 44

Which of the following is used to find out how many inches are in 3 feet? F 12 + 3 G 12 3 H 12 3 J 12 3

If Owen threw the baseball 90 feet, how many yards did he throw the ball? A 15 yards B 30 yards C 45 yards D 270 yards

There are 1,000 liters in 1 kiloliter. How many liters are in 2 kiloliters? A 500 liters B 2,000 liters C 200 liters D 1,000 liters

If Sadira is 9 years old, how many months old is she? F 84 months G 96 months H 108 months J 120 months

There are 1,000 millimeters in 1 meter. How many millimeters are in 5 meters? F 5,000 millimeters G 500 millimeters H 50,000 millimeters J 50 millimeters

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87

9 If Aris parrot is 7 years old, how many months old is he? Show your work.

0 The slide below is 6 feet long. How many inches long is it? Show your work.

6 ft

Score: ______ = ______% 10

California Mathematics Content Standards: A1.4, M1.4

88

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Mathematics Assessment 3

Name _______________________________________

Category: Measurement and Geometry Skill: Finding the perimeter of a polygon with integer sides Standard: M1.3

What is the perimeter of the figure below?

Each side of this hexagon is 3 centimeters long.

What is the perimeter, in centimeters, of the hexagon? A 25 cm B 22 cm C 26 cm D 23 cm A 12 centimeters B 18 centimeters C 21 centimeters D 15 centimeters

Look at the polygon below.

4 Each side of this square is 5 inches long.

What is the perimeter of the polygon? F 28 in. G 30 in. H 26 in. J 32 in.

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What is the perimeter, in inches, of the square? F 5 inches G 10 inches H 15 inches J 20 inches

111

5 A handball court is shaped like a rectangle; 12 feet long and 8 feet wide. What is the perimeter, in feet, of the court?

feet

6 The pool is shaped like a square; 35 feet long on each side. What is the perimeter, in feet, of the pool?

feet

Score: ______ = ______% 6

California Mathematics Content Standard: M1.3

112

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Author

Lauren Rips
Editorial Consultants:

Michelle N. Barnett Kent A. De Pue Erica Kaiser Margaret Kinney Gary W. Lovett
Illustrators:

Jos L. de la Rosa Carrie Hersch Brenda Morales

Copyright 2009 Bellwork Enterprises, Inc.

All rights reserved. No part of this publication may be reproduced, in any form or by any means, without prior permission in writing from the publisher. The reproduction of any part for an individual, classroom, school, or school system is strictly prohibited. Bellwork is a registered trademark of Bellwork Enterprises, Inc.

Bellwork 921 Mariner Street Brea, CA 92821-3827

(800) 782-8869 Fax (714) 482-2379 www.bellwork.com

Printed in the U.S.A. (09/11) ISBN 978-1-934930-14-4

BELLWORK Enterprises

Table of Contents
Introduction and Objectives ..................................................................................................... I Organization of the Student Assessments ............................................................................ I Organization of the Teachers Guide ................................................................................... II Summative v. Formative and Assessments as Intervention ........................................... II California Content Standards Single Letter Designations ........................................... II Mathematics Assessments
Count, read, and write whole numbers to 10,000 - N1.1 ....................................................... A1 Compare and order whole numbers to 10,000 - N1.2 ............................................................ A5 Identifying the place value for each digit up to 10,000 - N1.3 ............................................... A9 Rounding numbers to the nearest ten, hundred, and thousand - N1.4 ............................... A13 Using expanded notation - N1.5 ............................................................................................ A17 Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................ A21 Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ...................... A25 Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................ A29 Using the inverse relationship of multiplication and division - N2.3 .................................. A33 Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 ....... A37 Solving division problems of a multidigit number by a one-digit number - N2.5 ............... A41 Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ...... A45 Determining unit cost - N2.7 ................................................................................................. A49 Solving problems involving multiple skills - N2.8 ................................................................. A53 Comparing fractions represented by drawings to show equivalency and to add and subtract simple fractions - N3.1 .................................................................... A57 Adding and subtracting simple fractions - N3.2 .................................................................... A61 Solving problems with money amounts in decimal notation (whole-number multipliers and divisors) - N3.3 ............................................................. A65 Knowing the equivalencies of fractions and decimals - N3.4 ............................................... A69 Representing quantities as expressions, equations, or inequalities - A1.1 ........................... A73 Solving problems involving numeric equations or inequalities - A1.2 ................................. A77 Selecting appropriate operational and relational symbols - A1.3 ......................................... A81 Expressing and carrying out simple unit conversions - A1.4, M1.4 ..................................... A85

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Mathematics Assessment 3

Name _______________________________________

Category: Number Sense Skill: Using the inverse relationship of multiplication and division Standard: N2.3

Talia did this multiplication problem.

The figure below is a model for the multiplication sentence:

14 27 = 378 5 4 = 20
Which problem could she do to check her answer? A 378 + 27 = B 378 27 = C 378 27 =

378 27 =

Petro did this division problem.

Which division sentence is modeled by the same figure? F 16 4 = 4

589 19 = 31
Which problem could he do to check his answer? F 31 + 19 = G 31 19 =

20 4 = 5
H 25 5 = 5 J 20 10 = 2

31 19 =
J 31 19 =

Liam and Samantha each used a different number sentence to solve the same problem. Liam used this number sentence:

If Kano multiplied 7 times 102 and got 714, which problem could he do to check his answer? A 714 7 =

21 6 = 126
Which of the following number sentences could Samantha have used to check Liams answer? A 21 + 6 = 27 B 126 21 = 105

714 7 =
C 102 7 = D 102 714 =

126 6 = 21
D 126 + 21 = 147
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A35

6 Use the inverse relationship to check the answer for this multiplication problem: 4 152 = 608 Show your work.

Is this problem correct?

Yes

152 4 ) 608 4 20 20 08 8 0

7 Use the inverse relationship to check the answer for this division problem: 216 8 = 26 Show your work.

Is this problem correct?

No

26 8 208

Score: ______ = ______% 7

California Mathematics Content Standard: N2.3

A36

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Mathematics Assessment 3

Name _______________________________________

Category: Number Sense Skill: Comparing fractions represented by drawings to show equivalency and to add and subtract simple fractions Standard: N3.1

The square shows

1 shaded. 2

What number goes in the box to make this number sentence true?

1 2

+ Which fractional part of a square below is equal to ?

1 2

3 5

1 5

=
A

1 4
C

3 8
A B

2 5 4 10

2 10 4 5

6 = 8
B

2 = 4

2 shaded. 3

The circle shows

4 What number goes in the box to make this number sentence true?
2 3

Use the figure below to help you solve the problem.

Which fractional part of a circle below is equal to ?

2 3

=
F

6 8

4 6 1 3 3 6

2 3

1 3

= 3 8
J

H J

1 2 3 or 1 3

3 6

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A57

5 Shade each square to show equivalent fractions.

any 3 shaded
3 4
5 5

any 6 shaded
6 8

6 Shade the figure below to show 1 + 2 , then write the sum as a fraction.

any 3 shaded

3 5

Score: ______ = ______% 6

California Mathematics Content Standard: N3.1

A58

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Mathematics Assessment 3

Name _______________________________________

Category: Number Sense Skill: Adding and subtracting simple fractions Standard: N3.2

The three heroes who pulled a trapped farmer from a burning barn divided the reward money into fourths. Robyn gave her of the reward money to her church.
1 of the reward money to a 4 charity. Kim gave her 1 of the reward 4 1 4

What is the value of 3 + 4 ?

10 10

Scott gave his

7 10 1 10

H J

7 20 3 5

money to a homeless person. How much of the reward money did they give away?

5 What is the value of 8 3 ?

A B

1 4 2 4

3
4
D

4 4

A B

11 9 5 18

11 18 5 9

A pizza was divided into eighths. Belinda

1 2 of the pizza. Carlos ate of the pizza. 8 8 2 Ty ate of the pizza. How much of the 8

ate

pizza was left?

6 What is the value of 5 3 ?

6 6

3 8 5 8

H J

4 8 2 8

8 6 2 6

H J

2 12 1 6

Marinas parents brought an apple pie to a family picnic. They divided the apple pie into sevenths. Marina ate
2 dad ate of the pie. How much of the pie 7 1 of the pie. Her 7

7 What is the value of 4 + 2 ?

8 8

did Marina and her dad eat altogether? A A B

2 8 6 8

C D

6 16 8 8

1 7 2 7

3 7 4 7 A63

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8 What is the value of 2 + 2 ? Shade in the figures below to help you solve the problem.
5 5

any 2 shaded
+ =

any 2 shaded

any 4 shaded

4 5
9 What is the value of 1 + 1 ? Shade in the figures below to help you solve the problem.
2 4

any 1 shaded

any 2 shaded

any 3 shaded

3 4

Score: ______ = ______% 9

California Mathematics Content Standard: N3.2

A64

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Mathematics Assessment 3

Category: Measurement and Geometry Skill: Determining area and volume Standard: M1.2

Name _______________________________________

What is the area of the rectangle below?

1 1

What is the area of the square below?

1

F 6 units2 G 12 units2 A 4 B 7

H 18 units2

36 units2

units2 units2

C 11

units2

28 units2
5 What is the volume of the solid figure below made with cubes?

What is the volume of the solid figure below made with cubes? F 6 cubic units G 9 cubic units H 10 cubic units

12 cubic units
A 6 cubic units B 18 cubic units

12 cubic units
D 24 cubic units

What is the volume of the solid figure below made with cubes? A 8 cubic units B 10 cubic units

What is the volume of the solid figure below made with cubes?

8 cubic units
G 4 cubic units H 16 cubic units J 12 cubic units

16 cubic units
D 20 cubic units

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A105

Using the grid below, shade in a rectangle that has an area of 24 square units.

(or 6 4, 4 6, or 12 2)
8 What is the volume of the figure below?

Score: ______ = ______% 8

California Mathematics Content Standard: M1.2

A106

cubic units

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7. 8.

5. 6.

1. 2. 3. 4.

30. 31. 32.

Name California Standards

28. 29.

25. 26. 27.

21. 22. 23. 24.

19. 20.

16. 17. 18.

12. 13. 14. 15.

9. 10. 11.

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A2.2 Extending and recognizing a linear pattern by its rules A2.2 Extending and recognizing a linear pattern by its rules M1.1 Measuring the length and comparing the mass of objects M1.1 Measuring the length and comparing the mass of objects M1.2 Determining area and volume

Assessments
Mathematics Level 3

T7

M1.2 Determining area and volume

M1.3 Finding the perimeter of a polygon with integer sides

M1.3 Finding the perimeter of a polygon with integer sides