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Item ID Number: 30001700 Directions: Passage or Graphic: Stem: How many? Option A. 12 Option B. 16 Option C. 17 Option D. 18 Option E. 20 Key: C RIT Range: 160 Goal 2.1.1 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001710 Directions: Passage or Graphic: 9 10 12 13 14 15 16 17 Stem: What is missing? Option A. 13 Option B. 18 Option C. 11 Option D. 17 Option E. 12 Key: C RIT Range: 160 Goal 2.1.1 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001720 Directions: Passage or Graphic: Stem: What is third? Option A. rock Option B. cap Option C. vase Option D. ball Option E. mug Key: D RIT Range: 160 Goal 2.1.2 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 3 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001730 Directions: Passage or Graphic: Stem: What part is shaded? Option A. Option B. Option C. Option D. Option E. 1 5 1 2 1 4 1 3 1 6 Key: C RIT Range: 170 Goal 2.2.3 Copyright Info: Idaho Content Alignment: 297.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001740 Directions: Passage or Graphic: 1 2 3 4 Stem: Which pie has 3 equal parts? Option A. 1 Option B. 2 Option C. 3 Option D. 4 Option E. 5 Key: B RIT Range: 170 Goal 2.2.3 Copyright Info: Idaho Content Alignment: 297.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 2 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y 5 Item ID Number: 30001750 Directions: Put the numbers in order. Passage or Graphic: 8 6 7 Stem: Option A. 6, 8, 7 Option B. 7, 6, 8 Option C. 8, 6, 7 Option D. 7, 8, 6 Option E. 6, 7, 8 Key: E RIT Range: 160 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities, and Inequalities Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001760 Directions: Passage or Graphic: ____, 60, 61, 62, 63, 64, 65, 66, 68, 69, ____ Stem: What are the missing numbers? Option A. 55, 75 Option B. 56, 72 Option C. 49, 80 Option D. 59, 70 Option E. 45, 70 Key: D RIT Range: 170 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001770 Directions: Passage or Graphic: Stem: What number is 10 less than 58? Option A. 38 Option B. 48 Option C. 50 Option D. 68 Option E. 57 Key: B RIT Range: 170 Goal 1.1.2 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001780 Directions: Passage or Graphic: Stem: What number does this show? Option A. 46 Option B. 53 Option C. 22 Option D. 36 Option E. 16 Key: A RIT Range: 170 Goal 2.6 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 3 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001790 Directions: Passage or Graphic: 1 2 3 Stem: Which shows ½ of a pizza? Option A. 1 Option B. 2 Option C. 3 Option D. 4 Option E. 5 Key: B RIT Range: 170 Goal 2.2.3 Copyright Info: Idaho Content Alignment: 297.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y 4 5 Item ID Number: 30001800 Directions: Passage or Graphic: 247 Stem: What is the value of the 4 in this number? Option A. 4 Option B. 400 Option C. 40,000 Option D. 40 Option E. 4,000 Key: D RIT Range: 170 Goal 2.6 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001810 Directions: Put the numbers in order from least to greatest. Passage or Graphic: 78, 46, 87, 54 Stem: Option A. 54, 78, 46, 87 Option B. 46, 54, 87, 78 Option C. 54, 46, 78, 87 Option D. 46, 54, 78, 87 Option E. 87, 78, 46, 54 Key: D RIT Range: 170 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities, and Inequalities Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001820 Directions: 1 2 Passage or Graphic: 3 4 Stem: Which set has more than the others? Option A. 5 Option B. 4 Option C. 3 Option D. 2 Option E. 1 Key: B RIT Range: 180 2.16 Copyright Info: Idaho Content Alignment: 298.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y 5 Item ID Number: 30001830 Directions: Passage or Graphic: 16, 26, ____, 46, 56, 66, ____, 86 Stem: What are the missing numbers? Option A. 27, 67 Option B. 30, 70 Option C. 36, 76 Option D. 28, 68 Option E. 40, 80 Key: C RIT Range: 180 Goal 2.1.1 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001840 Directions: Passage or Graphic: Stem: Which is a true statement? Option A. 86 > 72 Option B. 96 > 97 Option C. 63 > 59 Option D. 41 < 46 Option E. 19 = 29 Key: A RIT Range: 180 Goal 2.13 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 3 Learning Cont. Page #: 1 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001850 Directions: Passage or Graphic: Stem: Which of these are only odd numbers? Option A. 2, 4, 6, 8 Option B. 12, 14, 16, 18 Option C. 11, 13, 15, 17 Option D. 11, 14, 16, 19 Option E. 17, 19, 22, 24 Key: C RIT Range: 180 Goal 2.1.3 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 2 #14 Item Entry Complete: Y Item ID Number: 30001860 Directions: Passage or Graphic: , 6, 8, , 12, 14, , , 20 Stem: What are the missing numbers? Option A. 5, 9, 15, 16 Option B. 4, 10, 16, 18 Option C. 5, 10, 16, 18 Option D. 3, 9, 15, 18 Option E. 1, 7, 18, 19 Key: B RIT Range: 180 Goal 2.1.1 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 2 #14 Item Entry Complete: Y Item ID Number: 30001880 Directions: Passage or Graphic: Stem: Which fraction of this circle is shaded? Option A. Option B. Option C. Option D. Option E. 1 3 1 4 4 3 3 4 3 3 Key: D RIT Range: 180 Goal 2.2.3 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 2-5 1 Item Entry Complete: Y Item ID Number: 30001890 Directions: Passage or Graphic: Stem: What is 3,406 written in expanded form? Option A. 3000 + 40 + 6 Option B. 300 + 400 + 60 Option C. 3000 + 400 + 60 Option D. 3000 + 400 + 6 Option E. 300 + 40 + 6 Key: D RIT Range: 180 Goal 2.17 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 3 #15 Item Entry Complete: Y Item ID Number: 30001900 Directions: Passage or Graphic: Stem: Which number statement is correct? Option A. 134 < 133 Option B. 468 > 486 Option C. 236 > 234 Option D. 184 < 182 Option E. 90 > 100 Key: C RIT Range: 180 Goal 2.13 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities, Inequalities Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 3 #15 Item Entry Complete: Y Item ID Number: 30001910 Directions: Passage or Graphic: Stem: What number is one less than 328? Option A. 319 Option B. 326 Option C. 328 Option D. 327 Option E. 329 Key: D RIT Range: 181 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001920 Directions: Passage or Graphic: Stem: Which set counts by 3’s? Option A. 12, 15, 18, 21 Option B. 13, 15, 17, 19 Option C. 3, 9, 15, 21 Option D. 15, 18, 22, 27 Option E. 6, 9, 11, 16 Key: A RIT Range: 181 Goal 2.1.1 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001930 Directions: Complete the pattern. Passage or Graphic: 1410, 1415, 1420, ____, ____ Stem: Option A. 1425, 1430 Option B. 1421, 1422 Option C. 1430, 1440 Option D. 425, 430 Option E. 1520, 1620 Key: A RIT Range: 181 Goal 7.5.2 Copyright Info: Idaho Content Alignment: 291.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 3 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30001960 Directions: Passage or Graphic: Stem: Which number can be divided by 5 with no remainder? Option A. 7319 Option B. 2980 Option C. 5287 Option D. 1042 Option E. 6543 Key: B RIT Range: 190 Goal 2.11 Copyright Info: Idaho Content Alignment: Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 6 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001970 Directions: Passage or Graphic: Stem: What is the greatest common factor of 54 and 72? Option A. 9 Option B. 2 Option C. 3 Option D. 1 Option E. 12 Key: A RIT Range: 200 Goal 2.11.3 Copyright Info: Idaho Content Alignment: 297.01f Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 7 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30001980 Directions: Passage or Graphic: Stem: What are two common multiples of 4 and 6? Option A. 18, 20 Option B. 30, 40 Option C. 8, 10 Option D. 16, 28 Option E. 12, 24 Key: E RIT Range: 200 Goal 2.11.2 Copyright Info: Idaho Content Alignment: 297.01f Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 8 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002000 Directions: Reduce 16 20 to lowest terms. Passage or Graphic: Stem: Option A. Option B. Option C. Option D. Option E. 8 10 20 16 3 4 4 5 2 3 Key: D RIT Range: 190 Goal 2.2.4 Copyright Info: Idaho Content Alignment: 297.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002010 Directions: Passage or Graphic: Stem: Which number is less than 14.26? Option A. 14.62 Option B. 41.22 Option C. 14.20 Option D. 14.60 Option E. 15.06 Key: C RIT Range: 200 Goal 2.3 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30002020 Directions: Passage or Graphic: Stem: How would you write the number 82,460 in word form? Option A. eighty two thousand four hundred six Option B. eighty two thousand six hundred forty Option C. eight hundred two thousand four hundred sixty Option D. eight thousand two hundred forty six Option E. eighty two thousand four hundred sixty Key: E RIT Range: 195 Goal 2.19 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Expanded Learning Cont. Bullet #: 1 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002030 Directions: Passage or Graphic: Stem: In which place is the digit 4 in the number 146,253 Option A. thousands Option B. millions Option C. hundred thousands Option D. ten thousands Option E. hundreds Key: D RIT Range: 200 Goal 2.6 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002040 Directions: Add these numbers: 3 hundreds + 4 tens + 6 ones + 3 tens + 2 ones Passage or Graphic: Stem: Option A. 379 Option B. 378 Option C. 666 Option D. 369 Option E. 648 Key: B RIT Range: 190 Goal 2.6.1 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 3 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002050 Directions: Passage or Graphic: Stem: In which place is the digit 3 in 78.536? Option A. tens Option B. hundredths Option C. thousandths Option D. ones Option E. tenths Key: B RIT Range: 200 Goal 2.3 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 4 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30002060 Directions: Passage or Graphic: Stem: In what place is the letter o in the word skateboard? Option A. third Option B. ninth Option C. fifth Option D. tenth Option E. seventh Key: E RIT Range: 190 Goal 2.1.2 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 1 Learning Cont. Page #: 1 Idaho Falls Content Alignment: grade 3 Item Entry Complete: Y Item ID Number: 30002070 Directions: Passage or Graphic: Stem: Which comparison is correct? Option A. 946 > 964 Option B. 6,462 > 6,642 Option C. 861 < 618 Option D. 3,126 < 2,316 Option E. 398 > 389 Key: E RIT Range: 190 Goal 2.13 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 2 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 3 Item Entry Complete: Y Item ID Number: 30002080 Directions: Order the numerals from least to greatest. Passage or Graphic: Stem: Option A. 783, 738, 647, 964 Option B. 842, 560, 473, 472 Option C. 622, 747, 774, 821 Option D. 500, 520, 502, 618 Option E. 907, 870, 910, 925 Key: C RIT Range: 190 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 3 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 3-4 Item Entry Complete: Y Item ID Number: 30002090 Directions: Passage or Graphic: Stem: What number comes between 689 and 691? Option A. 896 Option B. 690 Option C. 961 Option D. 196 Option E. 899 Key: B RIT Range: 190 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 4 Learning Cont. Page #: 2 Idaho Falls Content Alignment: grade 3 Item Entry Complete: Y Item ID Number: 30002100 Directions: Passage or Graphic: Stem: What fractions are ordered from least to greatest? Option A. Option B. Option C. Option D. Option E. 8 , 7, 5 10 10 10 3 1 3 , , 8 2 4 1 1 1 , , 6 8 3 4 3 1 , , 5 10 2 1 1 1 , , 2 3 6 Key: B RIT Range: 200 Goal 2.2.8 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 5 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002110 Directions: Passage or Graphic: Stem: Which set is in order from least to greatest? Option A. 2.36, 2.45, 2.19 Option B. 8.42, 8.98, 9.14 Option C. 3.68, 3.65, 3.46 Option D. 10.40, 9.63, 11.05 Option E. 1.98, 1.89, 1.80 Key: B RIT Range: 190 Goal 2.4 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 6 Learning Cont. Page #: 2 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002120 Directions: Passage or Graphic: Stem: Which number is greater than eight thousand nine hundred-nine? Option A. 8,900 Option B. 8,908 Option C. 8,000 Option D. 8,800 Option E. 80,000 Key: E RIT Range: 200 Goal 2.19 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002130 Directions: Passage or Graphic: Stem: How many dozen doughnuts? Option A. 3 Option B. 24 Option C. 2 Option D. 2 1 2 Option E. 4 Key: C RIT Range: 200 Goal 2.14 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002140 Directions: Round 86,463 to the nearest ten thousand. Passage or Graphic: Stem: Option A. 80,000 Option B. 86,000 Option C. 86,460 Option D. 90,000 Option E. 86,400 Key: D RIT Range: 200 2.20 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 3 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002150 Directions: Passage or Graphic: Stem: Which are only prime numbers? Option A. 1, 3, 9, 12 Option B. 8, 16, 24, 36 Option C. 13, 23, 45, 68 Option D. 11, 17, 67, 19 Option E. 7, 49, 63, 77 Key: D RIT Range: 200 Goal 2.11 Copyright Info: Idaho Content Alignment: Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 4 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002160 Directions: Passage or Graphic: Stem: In which set are the numbers divisible by 2? Option A. 8, 10, 15 Option B. 23, 37, 46 Option C. 64, 90, 96 Option D. 20, 30, 45 Option E. 9, 17, 23 Key: C RIT Range: 200 Goal 2.11 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 5 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30002180 Directions: Passage or Graphic: 54 = 9 x 6 Stem: What is another way of naming 54? Option A. 2 x 3 x 9 Option B. 3 x 3 x 2 x 2 Option C. 26 x 2 Option D. 3 x 2 x 4 Option E. 3 x 16 Key: A RIT Range: 210 Goal 2.11.1 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 7 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 5 Item Entry Complete: Y Item ID Number: 30002190 Directions: Passage or Graphic: Stem: What is the LCM (Least Common Multiple) of 3 and 12? Option A. 3 Option B. 24 Option C. 12 Option D. 36 Option E. 4 Key: B RIT Range: 210 Goal 2.11.5 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 8 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 6 Item Entry Complete: Y Item ID Number: 30002200 Directions: Passage or Graphic: Stem: ? = 2 9 3 Option A. 7 Option B. 4 Option C. 8 Option D. 6 Option E. 3 Key: D RIT Range: 191 Goal 2.15 Copyright Info: Idaho Content Alignment: Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratio, Proportion Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002210 Directions: Passage or Graphic: Stem: 2 4 = ? 28 Option A. 12 Option B. 6 Option C. 7 Option D. 14 Option E. 32 Key: D RIT Range: 200 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportions Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 6 Item Entry Complete: Y Item ID Number: 30002200 Directions: Change 38 6 to a mixed number in simplest form. Passage or Graphic: Stem: Option A. 6 2 Option Option Option 6 6 B. 38 C. 6 1 3 D. 3 6 8 Option E. 6 Key: RIT Range: 200 Goal 2.2.2 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportion Learning Cont. Bullet #: 3 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4-5 Item Entry Complete: Y Item ID Number: 30002230 Directions: Passage or Graphic: Stem: What is the LCD (Least Common Denominator) of 4 and 3? Option A. 12 Option B. 7 Option C. 11 Option D. 8 Option E. 18 Key: A RIT Range: 210 Goal 2.11.4 Copyright Info: Idaho Content Alignment: Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportions Learning Cont. Bullet #: 4 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002240 Directions: Passage or Graphic: Stem: What is 1 5 expressed as a decimal? Option A. .25 Option B. .20 Option C. .50 Option D. .05 Option E. .15 Key: B RIT Range: 210 Goal 214 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportions Learning Cont. Bullet #: 5 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002250 Directions: Passage or Graphic: Stem: Which fractions are equal ratios? (Use the cross-product method.) Option A. Option B. Option C. Option D. Option E. 5 , 9 6 12 7 , 6 21 9 4 9 , 3 16 5 , 7 10 14 5 10 , 7 15 Key: D RIT Range: 210 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratio, Proportions Learning Cont. Bullet #: 6 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 6 Item Entry Complete: Y Item ID Number: 30002260 Directions: Passage or Graphic: Stem: What decimal does the shaded area represent? Option A. .33 Option B. .03 Option C. 1.3 Option D. .3 Option E. 3.3 Key: D RIT Range: 210 Goal 2.3.1 Copyright Info: Idaho Content Alignment: 297.01a or 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30002270 Directions: Passage or Graphic: Stem: What is the value of the digit 4 in the number .246? Option A. Option B. Option C. Option D. Option E. 1 4 4 10 4 1000 4 100 100 4 Key: D RIT Range: 210 Goal 2.6 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 5 Item Entry Complete: Y Item ID Number: 30002280 Directions: Passage or Graphic: 1 unit (10 x 10 grid) 1 unit Stem: What percent is shown by this 100 unit figure? Option A. 9.5% Option B. 95% Option C. 850% Option D. 85% Option E. 8.5% Key: D RIT Range: 210 Goal 2.5 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percents Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002290 Directions: Passage or Graphic: Stem: 1 4 = _____ Option A. 20% Option B. 25% Option C. 30% Option D. 24% Option E. 33% Key: B RIT Range: 210 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percent Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 5 Item Entry Complete: Y Item ID Number: 30002300 Directions: Passage or Graphic: Stem: What is 32 written as an ordinal? Option A. 3 tens 2 ones Option B. three-twos Option C. thirtieth Option D. thirty-two Option E. thirty-second Key: E RIT Range: 200 Goal 2.1.2 Copyright Info: Idaho Content Alignment: 297.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002310 Directions: Passage or Graphic: Stem: What is the expanded form of 406,219? Option A. 400,000 + 60,000 + 200 + 10 + 9 Option B. 46,000 + 200 + 10 + 9 Option C. 40,000 + 6,000 + 200 + 10 + 9 Option D. 4,000 + 6,000 + 200 + 10 + 9 Option E. 400,000 + 6,000 + 200 + 10 + 9 Key: E RIT Range: 200 Goal 2.17 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4 Item Entry Complete: Y Item ID Number: 30002320 Directions: Passage or Graphic: Stem: What number is named by four hundred thirty million sixty-two thousand four hundred seven? Option A. 430,620,470 Option B. 430,062,407 Option C. 400,030,062,470 Option D. 462,407 Option E. 430,602,407 Key: B RIT Range: 200 Goal 2.19 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 3 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4-5 Item Entry Complete: Y Item ID Number: 30002330 Directions: Passage or Graphic: hundred thousand ten thousand thousands hundreds tens Stem: The diagram represents what number? Option A. 65,328 Option B. 663,268 Option C. 653,268 Option D. 563,268 Option E. 635,628 Key: C RIT Range: 200 Goal 2.19 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 4 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y ones Item ID Number: 30002340 Directions: Add and express in standard form. Passage or Graphic: Ten Thousands Thousands 6 5 Hundreds 6 1 Tens 4 2 Stem: Option A. 117,630 Option B. 1,763 Option C. 11,763 Option D. 1,176 Option E. 1,523 Key: C RIT Range: 200 Goal 2.6.1 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value, Expanded and Standard Notation Learning Cont. Bullet #: 5 Learning Cont. Page #: 3 Idaho Falls Content Alignment: grade 4 #14 Item Entry Complete: Y Ones 3 Item ID Number: 30002350 Directions: Passage or Graphic: Stem: Which expression is correct? Option A. 799,265 < 786,362 Option B. 851,462 > 815,467 Option C. 989,468 > 998,468 Option D. 698,125 < 672,986 Option E. 375,682 > 378,986 Key: B RIT Range: 200 Goal 2.13 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Equalities and Inequalities Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002360 Directions: Passage or Graphic: Stem: Which comparison is true? Option A. 2 3 < 2 1 Option Option Option Option 4 1 B. 1 5 C. 1 6 8 D. 2 2 3 2 E. 3 8 2 2 <1 3 <1 2 10 >25 6 7 >3 8 Key: B RIT Range: 200 Goal 2.13 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002370 Directions: Passage or Graphic: Stem: How is (5 x 5 x 5 x 5) represented in exponential form? Option A. 5 4 Option B. 4 5 Option C. 4 x 5 Option D. 20 Option E. 625 Key: A RIT Range: 210 Goal 2.9 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002380 Directions: Round 236,562,547 to the nearest million. Passage or Graphic: Stem: Option A. 237,000,000 Option B. 240,000,000 Option C. 200,000,000 Option D. 236,600,000 Option E. 23,000,000 Key: C RIT Range: 210 Goal 2.20 Copyright Info: Idaho Content Alignment: 297.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002390 Directions: Passage or Graphic: Stem: If a four digit number is divisible by 2, 5, and 10, its last digit must be: Option A. 2 Option B. 0 Option C. 5 Option D. 4 Option E. 7 Key: B RIT Range: 210 Goal 2.11 Copyright Info: Idaho Content Alignment: 337.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 2 Learning Cont. Page #: 3 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002400 Directions: Passage or Graphic: Stem: The greatest common factor of 27 and 36 is: Option A. 3 Option B. 9 Option C. 6 Option D. 1 Option E. 4 Key: A RIT Range: 210 Goal 2.11.3 Copyright Info: Idaho Content Alignment: 337.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 1 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #50 Item Entry Complete: Y Item ID Number: 30002420 Directions: Passage or Graphic: Stem: What is the simplest form of Option A. Option B. Option C. 15 20 3 4 2 3 Option D. 1 Option E. 15 ? 20 5 20 5 20 Key: B RIT Range: 220 Goal 2.2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 3 Learning Cont. Page #: 4 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002430 Directions: Passage or Graphic: Stem: ? 18 = 2 3 Option A. 9 Option B. 10 Option C. 15 Option D. 6 Option E. 12 Key: E RIT Range: 210 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportions Learning Cont. Bullet #: 4 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #5 (functions) Item Entry Complete: Y Item ID Number: 30002440 Directions: Name the point located on the number line. Passage or Graphic: Stem: What is the value of the point on the number line? Option A. Option B. 1 2 5 8 Option C. 5 Option D. Option E. 3 4 5 4 Key: B RIT Range: 210 Goal 6.2.2 Copyright Info: Idaho Content Alignment: 337.01e Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratios, Proportions Learning Cont. Bullet #: 5 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #3, #574/I.F. grade 6 no abacus #assigned Item Entry Complete: Y Item ID Number: 30002450 Directions: Passage or Graphic: (10 x 10 grid) Stem: How much of the square is shaded? Option A. 0.64 Option B. 0.6 Option C. 6.4 Option D. 64 Option E. 0.36 Key: A RIT Range: 210 Goal 2.3.1 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 6 Learning Cont. Page #: 4 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002460 Directions: Passage or Graphic: Stem: What is 0.75 as a fraction? Option A. Option B. Option C. Option D. Option E. 1 4 1 2 2 3 7 10 3 4 Key: E RIT Range: 210 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 7 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 6 abacus #5 Item Entry Complete: Y Item ID Number: 30002470 Directions: Round to the nearest tenth: 3.276. Passage or Graphic: Stem: Option A. 3.3 Option B. 3.20 Option C. 0.3 Option D. 3.28 Option E. 3.27 Key: A RIT Range: 210 Goal 2.20 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 8 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #57 Item Entry Complete: Y Item ID Number: 30002480 Directions: Passage or Graphic: Stem: 2.378 x 100 = Option A. 0.2378 Option B. 2.378 Option C. 2378 Option D. 237.8 Option E. 23.78 Key: D RIT Range: 210 Goal 2.3 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 9 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #42 Item Entry Complete: Y Item ID Number: 30002490 Directions: Passage or Graphic: Stem: What is 60% of 20? Option A. 120 Option B. 12 Option C. 80 Option D. 60 Option E. 10 Key: B RIT Range: 220 Goal 1.5 Copyright Info: Idaho Content Alignment: 337.02a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percents Learning Cont. Bullet #: 10 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. 7+ Item Entry Complete: Y Item ID Number: 30002500 Directions: Passage or Graphic: Stem: 1 8 expressed as a percent is: Option A. 125% Option B. 0.125% Option C. 12.5% Option D. 1.25% Option E. 12% Key: C RIT Range: 215 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 11 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 6 abacus #5 Item Entry Complete: Y Item ID Number: 30002510 Directions: Passage or Graphic: 2,478,015,963 Stem: Which digit is in the ten-millions place? Option A. 4 Option B. 7 Option C. 1 Option D. 6 Option E. 8 Key: B RIT Range: 210 Goal 2.6 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 12 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. 7+ Item Entry Complete: Y Item ID Number: 30002520 Directions: Passage or Graphic: Stem: Which decimal represents “five and twenty-three hundredths?” Option A. 5.230 Option B. 5.23 Option C. 523 hundredths Option D. 52.3 Option E. 0.523 Key: B RIT Range: 210 Goal 2.19 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 13 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5-6 Item Entry Complete: Y Item ID Number: 30002530 Directions: Passage or Graphic: Stem: What is 7 10 11 + 6 10 10 + 8 10 9 + 2 10 8 + 1 10 4 + 5 in standard notation? Option A. 768,215 Option B. 768,200,015 Option C. 700,600,800,200,100,005 Option D. 7,682,015 Option E. 768,200,010,005 Key: E RIT Range: 215 Goal 2.9.1 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 14 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. 7+ Item Entry Complete: Y Item ID Number: 30002540 Directions: Put the following numbers in order from least to greatest: 401 – 210 – 315 – 211 – 314 – 423. Passage or Graphic: Stem: Option A. 210; 211; 314; 315; 401; 423 Option B. 423; 401; 315; 314; 211; 210 Option C. 401; 210; 211; 314; 315; 423 Option D. 210; 401; 211; 423; 314; 315 Option E. 211; 210; 315; 314; 423; 401 Key: A RIT Range: 215 Goal 2.12 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering, Equalities and Inequalities Learning Cont. Bullet #: 15 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 4 abacus #48 Item Entry Complete: Y Item ID Number: 30002550 Directions: Select the correct symbol for the box: 2,347,228,001 Passage or Graphic: Stem: Option A. < Option B. > Option C. Option D. Option E. = Key: A RIT Range: 210 Goal 2.13 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 16 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y 2,347,598,001. Item ID Number: 30002560 Directions: Put the following decimals in order from least to greatest: 0.21575 0.21657 0.21457 0.21574 0.21468 Passage or Graphic: Stem: Option A. 0.21595; 0.21457; 0.21574; 0.21468; 0.21657 Option B. 0.21574; 0.21575; 0.21457; 0.21657; 0.21468 Option C. 0.21457; 0.21468; 0.2175; 0.21574; 0.21657 Option D. 0.21457; 0.21468; 0.21574; 0.21575; 0.21657 Option E. 0.21657; 0.21575; 0.21574; 0.21468; 0.21457 Key: D RIT Range: 215 Goal 2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 17 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y Item ID Number: 30002570 Directions: Select the correct symbol for the box: -18 -6 Passage or Graphic: Stem: Option A. Option B. Option C. = Option D. Option E. Key: A RIT Range: 215 Goal 2.13 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 18 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y Item ID Number: 30002580 Directions: Put the following numbers in order from least to greatest: 1 ; 0; - 2 ; -3; 5 2 3 Passage or Graphic: Stem: Option A. 0; 1 2 Option Option -2 3 3 1 ,5 2 C. 5, -3, - 2 , 1 , 0 3 2 1 D. 5, -3, , - 2 , 0 2 3 2 1 E. 0; - , , -3, 5 3 2 Option B. –3; Option ; - 2 ; -3; 5 ; 0; Key: B RIT Range: 215 Goal 2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 19 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y Item ID Number: 30002590 Directions: Translate the following into an equation: Twice a number plus five equals twenty-five. Passage or Graphic: Stem: Option A. 2(x + 5) = 25 Option B. 2x – 5 = 25 Option C. 2x + 5 = 25 Option D. x + 5 = 25 Option E. x 2 + 5 = 25 Key: C RIT Range: 220 Goal 8.8 Copyright Info: Idaho Content Alignment: 340.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 20 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #578 Item Entry Complete: Y Item ID Number: 30002600 Directions: Put the following exponential values in order from least to greatest: 7 3; 7 9; 7 1; 7 0; 7 5 Passage or Graphic: Stem: Option A. 7 0; 7 1; 7 3; 7 5; 7 9 Option B. 7 1; 7 3; 7 5; 7 9; 7 0 Option C. 7 3; 7 5; 7 0; 7 9; 7 1 Option D. 7 9; 7 5; 7 3; 7 1; 7 0 Option E. 7 5; 7 1; 7 9; 7 3; 7 5 Key: A RIT Range: 210 Goal 2.9 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 21 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y Item ID Number: 30002610 Directions: Passage or Graphic: Stem: 4 3 = Option A. 12 Option B. 16 Option C. 64 Option D. 256 Option E. 4 Key: C RIT Range: 215 Goal 2.9 Copyright Info: Idaho Content Alignment: 337.02d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 22 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 7+ Item Entry Complete: Y Item ID Number: 30002620 Directions: Determine whether 42 is divisible by 2, 3, 5, 6 and /or 10. Passage or Graphic: Stem: Option A. 2 Option B. 2, 3 Option C. 2, 3, 6 Option D. 2, 3, 5, 6 Option E. 2, 3, 5, 10 Key: C RIT Range: 220 Goal 2.11 Copyright Info: Idaho Content Alignment: 337.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 23 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 3 abacus #23 Item Entry Complete: Y Item ID Number: 30002630 Directions: Passage or Graphic: Stem: The Greatest Common Factor of 54 and 72 is: Option A. 9 Option B. 18 Option C. 1 Option D. 2 Option E. 6 Key: B RIT Range: 220 Goal 2.11.3 Copyright Info: Idaho Content Alignment: 337.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 24 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #50 Item Entry Complete: Y Item ID Number: 30002640 Directions: Passage or Graphic: Stem: Which are the Greatest Common Factor and the Least Common Multiple of these numbers: 12 and 9 Option A. G.C.F. = 3 L.C.M. = 24 Option B. G.C.F. = 3 L.C.M. = 36 Option C. G.C.F. = 6 L.C.M. = 108 Option D. G.C.F. = 1 L.C.M. = 108 Option E. G.C.F. = 3 L.C.M. = 27 Key: B RIT Range: 220 Goal 2.11 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Whole Numbers Learning Cont. Bullet #: 25 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #50 and #52 Item Entry Complete: Y Item ID Number: 30002650 Directions: Express the following as an improper fraction. Passage or Graphic: Stem: Option A. 2 3 Option B. Option C. Option D. Option E. 8 23 8 19 8 19 24 5 5 Key: C RIT Range: 220 Goal 2.2.2 Copyright Info: Idaho Content Alignment: 297.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 26 Learning Cont. Page #: 4 Idaho Falls Content Alignment: I.F. grade 5 abacus #94/grade 6 abacus #166 Item Entry Complete: Y Item ID Number: 30002660 Directions: Passage or Graphic: Stem: What is the simplest form of 27 42 ? 27 42 B. 1 15 27 2 C. 3 D. 9 14 13 E. 21 Option A. Option Option Option Option Key: D RIT Range: 210 Goal 2.2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions, Ratio, Proportions Learning Cont. Bullet #: 27 Learning Cont. Page #: 4 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002670 Directions: Round the following to the nearest cent: $16.997. Passage or Graphic: Stem: Option A. $16.99 Option B. $16.10 Option C. $17.00 Option D. $16.00 Option E. $20.00 Key: C RIT Range: 220 Goal 2.20 Copyright Info: Idaho Content Alignment: 297.01e Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 1 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002680 Directions: Passage or Graphic: Stem: Which of the following fractions would become a repeating decimal? Option A. Option B. Option C. Option D. Option E. 1 8 3 4 27 36 7 9 5 8 Key: D RIT Range: 220 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 2 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002690 Directions: Express 1 8 as both a decimal and a percent. Passage or Graphic: Stem: Option A. 0.18 = 18% Option B. 0.125 = 125% Option C. 1.25 = 12.5% Option D. 0.125 = 12.5% Option E. 0.13 = 13% Key: D RIT Range: 220 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percents Learning Cont. Bullet #: 3 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002700 Directions: Order the following fractions from least to greatest: Passage or Graphic: Stem: Option A. Option B. Option C. Option D. Option E. 1 , 3 4 , 6 1 , 2 1 , 4 1 , 4 2 , 3 4 , 8 1 , 3 2 , 6 2 , 6 1 , 4 2 , 6 1 , 4 4 , 6 4 , 8 2 4 1 4 2 3 4 8 4 6 Key: E RIT Range: 220 Goal 2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 4 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y 4 1 4 2 , , , . 8 4 6 6 Item ID Number: 30002710 Directions: Passage or Graphic: Stem: Which of the following is a true statement? Option A. 2.354 < 2.35 Option B. 17.022 > 17.002 Option C. 6.5 < 5.321 Option D. 9.125 > 9.175 Option E. 11.476 > 11.494 Key: B RIT Range: 220 Goal 2.13 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 5 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002720 Directions: Passage or Graphic: Stem: 3,257 equals: Option A. (3 4 x 10) + (2 2 x 10) + (5 1 x 10) + 7 Option B. (3 x 10 3) + (2 x 10 2) + (5 x 10) + 7 Option C. (3 x 10) + 2 x 10 2) + (5 x 10 3) + (7 x 10 4) Option D. (3 + 10 3) x (2 + 10 2) x (5 + 10) x 7 Option E. (3 + 10 3) + (2 + 10 2) + (5 + 10) + 7 Key: B RIT Range: 220 Goal 2.9.1 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 6 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002730 Directions: Express in scientific notation: 215,000,000. Passage or Graphic: Stem: Option A. 2.15 x 10 8 Option B. 21.5 x 10 7 Option C. 215 x 10 6 Option D. 215 x 1,000,000 Option E. 0.215 x 10 9 Key: A RIT Range: 220 Goal 2.10 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 7 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002740 Directions: Express the following number in standard form: (8.74)(10 9). Passage or Graphic: Stem: Option A. 874,000 Option B. 8,741,000,000 Option C. 874,000,000,000 Option D. 8,740,000,000 Option E. 874,000,000 Key: D RIT Range: 220 Goal 2.10 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 8 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002750 Directions: Write in simplest form. Passage or Graphic: Stem: In a bag of 70 jellybeans, 45 are green. What fraction of the bag of jellybeans is green? Option A. Option B. Option C. Option D. Option E. 14 9 70 45 9 14 25 70 45 70 Key: C RIT Range: 230 Goal 1.2.6 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 9 Learning Cont. Page #: 5 Idaho Falls Content Alignment: 337.01a Item Entry Complete: Y Item ID Number: 30002760 Directions: Passage or Graphic: Stem: What is the ratio of squares to triangles? Option A. 8:11 Option B. 11:8 Option C. 1 to 1 Option D. 4 to 3 Option E. even to odd Key: B RIT Range: 230 Goal 2.15 Copyright Info: Idaho Content Alignment: 339.03a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 10 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002770 Directions: Passage or Graphic: Stem: Which answer shows the least common denominator for the following fractions: 5 , 3 , 5 6 12 24 Option A. 2 • 3 Option B. 2 • 2 • 2 • 3 Option C. 2 • 3 • 2 Option D. 1 Option E. 2 • 2 • 2 Key: B RIT Range: 230 Goal 2.11.4 Copyright Info: Idaho Content Alignment: 337.02a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 11 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002780 Directions: Choose the pair of fractions that is equivalent to each other. Passage or Graphic: Stem: Option A. Option B. Option C. Option D. Option E. 3 1 and 2 2 6 7 and 4 4 8 4 and 12 12 2 1 and 3 3 9 3 and 6 2 Key: E RIT Range: 230 Goal 2.2.1 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 12 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002790 Directions: Find the missing number that would make the two ratios equivalent. Passage or Graphic: Stem: 4 = 16 20 Option A. 16 Option B. 5 Option C. 10 Option D. 8 Option E. 80 Key: B RIT Range: 230 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 13 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002800 Directions: Use cross-products to determine which of the following is true: Passage or Graphic: Stem: Option A. Option B. Option C. Option D. Option E. 2 = 5 3 7 1 8 = 8 1 8 = 4 12 6 4 = 6 5 7 5 = 7 24 18 Key: C RIT Range: 230 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.02b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 14 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002820 Directions: Passage or Graphic: Stem: Which of the following is a true statement: Option A. Option B. 56 100 6 100 = 56% = 60% Option C. 75% = Option D. Option E. 16 100 1 100 75 100 = 1.6% = 100% Key: A RIT Range: 230 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percents Learning Cont. Bullet #: 16 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002830 Directions: Passage or Graphic: Stem: Which of the following is an integer: Option A. - 3 4 Option B. -8 Option C. –0.56 Option D. 2 2 3 Option E. –5.3% Key: B RIT Range: 230 Goal 2.12 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Integers Learning Cont. Bullet #: 17 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002840 Directions: Passage or Graphic: Stem: Which decimal represents six and twenty-five thousand seven hundred eighty-four hundred thousandths? Option A. 6.2570084 Option B. 6.25000784 Option C. 6.2784 Option D. 6.784 Option E. 6.25784 Key: E RIT Range: 230 Goal 2.19 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 18 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002850 Directions: Passage or Graphic: Stem: Which statement is in the correct order from least to greatest: Option A. -9, -11, -14, -17, -24 Option B. 3, -4, 7, -14, -15 Option C. -27, -14, -1, 0, 13 Option D. -6, -7, -12, 0, 1 Option E. -15, 13, 11, -7, -9 Key: C RIT Range: 230 Goal 2.4 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Ordering Learning Cont. Bullet #: 19 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002860 Directions: Fill in the boxes from left to right with the correct exponents. Passage or Graphic: Stem: (5 x 10 ) + (3 x 10 ) + (6 x 10 ) + (8 x 10 ) = 5,368 Option A. 4, 3, 2, 1 Option B. 3, 2, 1, 0 Option C. 1, 2, 3, 4 Option D. 0, 1, 2, 3 Option E. 5, 3, 6, 8 Key: B RIT Range: 230 Goal 2.9.1 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 20 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002870 Directions: Passage or Graphic: Stem: 16 = 49 Option A. 4 7 4 7 16 Option C. 49 8 Option D. 25 1 Option E. 3 Key: B Option B. RIT Range: 230 Goal 2.18.1 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Square Roots Learning Cont. Bullet #: 21 Learning Cont. Page #: 5 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002880 Directions: Fill in the blanks in the following statement: Passage or Graphic: Stem: A ratio is a __________ of two numbers by ___________. Option A. combining-addition Option B. difference-subtraction Option C. comparison-division Option D. product-multiplication Option E. sum-pairing Key: C RIT Range: 230 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 1 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002890 Directions: Passage or Graphic: Stem: Which of the following shows correct ways to write ratios? Option A. 3 ; 3:5, 3 to 5 5 Option B. 3 x 5; 5 ; 3 + 5 3 Option C. 3-5; 3(5); 3 5 Option D. 3 + 5; 5 3; 5 3 Option E. 5 + 3; 5-3; 5 3 Key: A RIT Range: 231 Goal 2.15 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Fractions Learning Cont. Bullet #: 2 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002900 Directions: Express as a decimal. Passage or Graphic: Stem: 2 1 = ____ 8 Option A. 2.25 Option B. 2.1 Option C. 2.125 Option D. 2.13 Option E. 2.5 Key: C RIT Range: 231 Goal 2.14 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 3 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002910 Directions: Express 0.001357 in scientific notation. Passage or Graphic: Stem: Option A. 13.57 x 10 -4 Option B. 135.7 x 10 -5 Option C. 0.1357 x 10 -2 Option D. 1.357 x 10 -3 Option E. 1.357 x 10 3 Key: D RIT Range: 240 Goal 2.10 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Decimals Learning Cont. Bullet #: 4 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002920 Directions: Write the following number in expanded form: 25,678,134,091. Passage or Graphic: Stem: Option A. (2 x 10 9) + (5 x 10 8) + (6 x 10 7) + (7 x 10 6) + (1 x 10 5) + (3 x 10 4) + (4 x 10 3) + (9 x 10) + 1 Option B. (2 x 10 10) + (5 x 10 9) + (6 x 10 8) + (7 x 10 7) + (1 x 10 6) + (3 x 10 5) + (4 x 10 4) + (9 x 10 1) + 1 Option C. (25 x 10 9) + (678 x 10 6) + (134 x 10 3) + (91) Option D. (25 x 1,000,000,000) + 678 x 1,000,000 + (134 x 1,000) + (91 x 1) Option E. 2.5678134091 x 10 10 Key: B RIT Range: 240 Goal 2.9.1 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 5 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002930 Directions: Passage or Graphic: A B CD E 724, 369, 715, 248 Stem: In the following number, which letter indicates the digit in the billions place? Option A. A Option B. B Option C. C Option D. D Option E. E Key: B RIT Range: 231 Goal 2.6 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Place Value Learning Cont. Bullet #: 6 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002940 Directions: Solve: 2(5 + 3 2) Passage or Graphic: Stem: Option A. 128 Option B. 169 Option C. 28 Option D. 19 Option E. 22 Key: C RIT Range: 231 calc 237 non Goal 7.7 Copyright Info: Idaho Content Alignment: 337.02c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 7 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002950 Directions: Solve: 8 3 x 8 4 Passage or Graphic: Stem: Option A. 8 12 Option B. 24 x 32 Option C. 24 + 32 Option D. 8 7 Option E. 16 7 Key: D RIT Range: 231 Goal 2.9 Copyright Info: Idaho Content Alignment: 337.02d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 8 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002960 Directions: Passage or Graphic: Stem: Which of the following is a perfect square: Option A. 17 Option B. 49 Option C. 98 Option D. 7 Option E. 20 Key: B RIT Range: 231 Goal 2.9.3 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Square Roots Learning Cont. Bullet #: 9 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002970 Directions: Solve: 21 - 16 Passage or Graphic: Stem: Option A. 5 Option B. 5 Option C. 21 - 16 Option D. 13 Option E. 17 Key: E RIT Range: 241 Goal 2.18.2 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Square Roots Learning Cont. Bullet #: 10 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002980 Directions: Solve: 8 -2 = Passage or Graphic: Stem: Option A. -64 Option B. 0.64 Option C. 1 64 Option D. -16 Option E. 16 Key: C RIT Range: 251 Goal 2.9 Copyright Info: Idaho Content Alignment: 337.01c Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 11 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30002990 Directions: Solve: 235% = Passage or Graphic: Stem: 35 1000 B. 235 1000 C. 2 7 20 D. 23 5 100 Option A. 2 Option Option Option Option E. 235 Key: C RIT Range: 261 Goal 2.5 Copyright Info: Idaho Content Alignment: 337.01a Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Percents Learning Cont. Bullet #: 12 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30003000 Directions: Simplify: 8 Passage or Graphic: Stem: Option A. 4 Option B. 8 Option C. 2 2 Option D. 8 Option E. 2 Key: C RIT Range: 261 Goal 2.18.1 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Square Roots Learning Cont. Bullet #: 13 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30003010 Directions: Passage or Graphic: Stem: Which of the following is an irrational number: Option A. 25 Option B. 13 Option C. 100 Option D. 144 Option E. 81 Key: B RIT Range: 261 Goal 2.18.1 Copyright Info: Idaho Content Alignment: 337.01b Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Irrational Numbers Learning Cont. Bullet #: 14 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30003020 Directions: Evaluate: 2 3 + 2 0 Passage or Graphic: Stem: Option A. 8 Option B. 9 Option C. 10 Option D. 43 Option E. 6 Key: B RIT Range: 260 Goal 2.9.2 Copyright Info: Idaho Content Alignment: 337.01d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 15 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y Item ID Number: 30003030 Directions: Passage or Graphic: 240 = 2 • 3 • 2 • 2 • 2 • 5 360 = 2 • 5 • 3 • 3 • 2 • 2 Stem: What is the least common multiple of the following numbers? Option A. 2 4 • 3 2 • 5 Option B. 2 7 • 3 3 • 5 2 Option C. 2 3 • 3 • 5 Option D. 2 • 3 • 5 Option E. 2 4 • 3 2 • 5 2 Key: A RIT Range: 271 Goal 2.11.5 Copyright Info: Idaho Content Alignment: 337.02d Learning Cont. Goal: Number Sense and Numeration Learning Cont. Subgoal: Exponents Learning Cont. Bullet #: 16 Learning Cont. Page #: 6 Idaho Falls Content Alignment: “None” Item Entry Complete: Y