Download 02 Number Sense and

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