Download additional parcc practice 3-5

PARCC MATHEMATICS
PRACTICE QUESTIONS
Additional Math Practice for the EOY Test,
Grades 3-5
Before you begin…
 First, let’s look at some tips and ideas that might help you
to do better on the actual test.
 If you have questions, ask them! It’s always better to know
too much 
 Today’s practice questions give you an idea of the
problem solving to expect on the test. They are not
intended for you to practice on the computer, rather to
practice your thinking skills.
 As you solve these problems, show your work! Remember
HOW you solved the problem. After you finish the problem,
you should have some time to talk to other students or
groups to see how their methods were different from yours.
Your peers are a great resource!
Choosing Tools
Which tools apply to the math test? What do you
need to know about those tools?
Are there any tools that would NOT be useful (or
distract instead of help)?
Brainstorm…what tools do you remember being
introduced to? Which ones will be most useful for
Math?
Think/Pair/Share
The following tools can be used in Math:
 Highlighter
 Answer Eliminator
 Ruler
 Protractor
Tips
 Look out for scroll bars! If a problem has a “part A,” it will also have a
“part B” and maybe even a “part C!” Make sure to scroll down to
answer all parts of the question.
 Multiple Choice vs. Multiple Select
 Box shapes
 Check marks/bubbles
 Bold text
 Read each question carefully!
 What is the question asking you to answer?
 Use your highlighter!
 How could colors be utilized in Math?
 Flagging
 When should you flag?
 Skip or answer flagged questions?
 Review your answers! The test will tell you what you did and didn’t
complete at the end, so use that information.
 What should you do with extra time? How can it best be used?
Grade 3
Problems will appear first.
Click to advance to the
next slide. Then, click the
box to reveal the solution.
Good luck! Remember to
read each question
carefully and focus on what
exactly the question is
asking you to find.
1.) Which expression could be used to find the value of
938 + 234?
a.) 9 + 3 + 8 + 2 + 3 + 4
b.) 90 + 30 + 80 + 20 + 30 + 4
c.) 900 + 200 + 3 + 8 + 3 + 4
d.) 900 + 200 + 30 + 30 + 8 + 4
1.) Which expression could be used to
find the value of 938 + 234?
a.) 9 + 3 + 8 + 2 + 3 + 4
b.) 90 + 30 + 80 + 20 + 30 + 4c.) 900 + 200 + 3 + 8 + 3 + 4
d.) 900 + 200 + 30 + 30 + 8 + 4
The answer is d because the numbers are
both broken apart. 938 is 900 + 30 + 8, and
234 is 200 + 30 + 4. Combine them and you
get answer choice d.
2.) Alexis draws a shape. Each piece is 1/4
the area of the shape. Which shape could
be the one Alexis drew?
a.)
b.)
c.)
d.)
2.) Alexis draws a shape. Each piece is 1/4
the area of the shape. Which shape could
be the one Alexis drew?
a.)
b.)
c.)
d.)
The answer is b. There should be 4 pieces, and each
piece should be of equal size. Choices a and d both have
4 pieces, but the sizes are not equal so b is the only
sensible answer.
3.) Which two ways show how to find
the value of 600 x 80? Select two
correct answers.
a.) 60 groups of 8 hundreds
b.) 80 groups of 6 hundreds
c.) 6 x 10 x 8 x 10
d.) 6 x 100 x 8 x 100
e.) 6 x 100 x 8 x 10
3.) Which two ways show how to find the value of
600 x 80? Select two correct answers.
a.) 60 groups of 8 hundreds
b.) 80 groups of 6 hundreds
c.) 6 x 10 x 8 x 10
d.) 6 x 100 x 8 x 100
e.) 6 x 100 x 8 x 10
If you use the commutative property of
multiplication, 600 x 80 is the same as 80 x 600.
Answer b is correct because 80 groups of 6
hundreds means 80 groups of 600, or 80 x 600. E is
correct because 600 = 6 x 100 and 80 = 8 x 10.
4.) Which three shapes are parallelograms?
a.
b.
c.
d.
e.
f.
4.) Which three shapes are parallelograms?
a.
b.
c.
d.
e.
f.
A parallelogram has 4 sides, with each pair of opposite sides
being parallel. A, b, and d are all parallelograms.
5.) Mickey is attending a pin show where he
can buy, sell, and trade pins. He starts with
188 pins.
Part A:
The first day, Mickey buys 106 pins, sells 88
pins, and trades 6 pins. How many pins does
he have after the first day of the show?
Part B:
The second day, Mickey buys 4 packages of
6 pins. He wants to split the pins equally
between himself and his 7 friends. How many
pins will each of his 7 friends receive?
5.) Mickey is attending a pin show where he can
buy, sell, and trade pins. He starts with 188 pins.
Part A:
The first day, Mickey buys 106 pins, sells 88 pins,
and trades 6 pins. How many pins does he have
after the first day of the show?
He will have 206 pins. 188 + 106 – 88 = 206. The 6
pins that are traded do not affect his total,
because he gets one pin for every pin he trades.
Part B:
The second day, Mickey buys 4 packages of 6
pins. He wants to split the pins equally between
himself and his 7 friends. How many pins will each
of his 7 friends receive?
Each of his friends will receive 4 pins. If he gets 4
packages of 6 pins, he has 24 (6 x 4) pins in all. He
is splitting them up between himself and 7 friends,
so there are 8 people in all. 24 ÷ 8 = 4, so each
person will receive 4 pins (including Mickey).
Grade 4
Problems will appear first.
Click to advance to the
next slide. Then, click the
box to reveal the solution.
Good luck! Remember to
read each question
carefully and focus on what
exactly the question is
asking you to find.
1.) Ben is measuring the growth of a small
tree in his backyard. The first time he
measures it, it is 4 meters high. After a
month, it had grown 2 centimeters. After
two months, it had grown an additional 4
centimeters. How many centimeters high
is the tree now?
1.) Ben is measuring the growth of a small
tree in his backyard. The first time he
measures it, it is 4 meters high. After a
month, it had grown 2 centimeters. After
two months, it had grown an additional 4
centimeters. How many centimeters high
is the tree now?
The tree is 406 centimeters high. It started
at 4 meters, or 400 centimeters. Then it
grew 2 centimeters, then it grew 4
centimeters. 400 + 2 + 4 = 406
centimeters.
2.) Olivia ran 5,279 feet in 10 minutes.
Jose ran 6,105 feet in 10 minutes. What is
the difference in the total distance each
person ran?
2.) Olivia ran 5,279 feet in 10 minutes.
Jose ran 6,105 feet in 10 minutes. What is
the difference in the total distance each
person ran?
The difference is 826 feet. 6,105-5,279 is
826.
3.) Which three fractions are equivalent
to 3/18?
a.) 1/9
b.) 1/6
c.) 6/24
d.) 6/36
e.) 9/54
f.) 9/56
3.) Which three fractions are equivalent to
3/18?
a.) 1/9
b.) 1/6
c.) 6/24
d.) 6/36
e.) 2/12
f.) 9/56
1/6 is 3/18 simplified, so it’s an equivalent
fraction. 6/36 is 3/18 x 2/2 since 2/2 is the
same thing as 1. 2/12 is 1/6 x 2/2 since 1/6 is
equivalent to 3/18 and 2/2 is the same as
multiplying the fraction by 1.
4.) The school’s art teacher ordered 28
boxes of multicolored construction
paper. Each box contains 12 packages
of paper. Each package of paper
contains 100 sheets. What is the total
number of sheets of paper ordered for
the art room?
4.) The school’s art teacher ordered 28
boxes of multicolored construction
paper. Each box contains 12 packages
of paper. Each package of paper
contains 100 sheets. What is the total
number of sheets of paper ordered for
the art room?
She ordered 33,600 total sheets of paper.
28 x 12 = 336, and 336 x 100 = 33,600.
5.) Two figures are shown. In figure 1, the measure of angle RST is 126°.
Figure 1:
S
T
126°
R
M
W
The measures of angles RSM and MSW are shown in Figure 2. The measure of angle RST is still 126°.
Figure 2:
S
32°
57°
y°
T
R
M
Part A:
Which equation can be used to find the value of y?
a.) y – 32 – 57 = 126
b.) y x 32 x 57 = 126
c.) y ÷ 32 ÷ 57 = 126
d.) y + 32 + 57 = 126
Part B:
What is the value of y?
W
5.) Two figures are shown. In figure 1, the measure of angle RST is 126°.
Figure 1:
S
T
126°
R
M
W
The measures of angles RSM and MSW are shown in Figure 2. The measure of angle RST is still 126°.
Figure 2:
S
32°
57°
y°
T
R
M
W
Part A:
Which equation can be used to find the value of y?
a.) y – 32 – 57 = 126
b.) y x 32 x 57 = 126
c.) y ÷ 32 ÷ 57 = 126
d.) y + 32 + 57 = 126
Part B:
What is the value of y? y = 37°
32 + 57 = 89. If y + 89 = 126, we would subtract 126-89. This gives us the missing angle, or 37°.
Grade 5
Problems will appear first.
Click to advance to the
next slide. Then, click the
box to reveal the solution.
Good luck! Remember to
read each question
carefully and focus on what
exactly the question is
asking you to find.
1.) Solve.
3 + 4 x 5 – (10 – 2 x 4)
1.) Solve.
3 + 4 x 5 – (10 – 2 x 4)
Solution: 21
This is a problem where order of operations must
be used.
First, look at the parentheses and solve. You have
both subtraction and multiplication, but
multiplication must be done first according to
PEMDAS. 2 x 4 = 8, and 10 – 8 = 2.
Now the equation will read
3 + 4 x 5 -2.
Again, multiplication comes before addition and
subtraction, so the equation will now look like this:
3 + 20 – 2. Add and subtract in order. 3 + 20 = 23,
23 – 2 = 21. Your answer is 21.
2.) Kyle lives 3/5 mile from school. Aidan
lives 4/7 mile from school. How much
farther, in miles, does Kyle live from the
school than Aidan?
2.) Kyle lives 3/5 mile from school. Aidan lives
4/7 mile from school. How much farther, in
miles, does Kyle live from the school than
Aidan?
Kyle lives 1/35 of a mile farther than Aidan.
To solve this problem, you must find a
common denominator. The lowest common
denominator between 5 and 7 is 35. Make
two equivalent fractions with a denominator
of 35 and subtract: 3/5 = 21/35 and 4/7 =
20/35. 21/35 - 20/35 = 1/35.
3.) Which figure is always a rhombus?
a.) rectangle
b.) parallelogram
c.) square
d.) quadrilateral
3.) Which figure is always a rhombus?
a.) rectangle
b.) pentagon
c.) square
d.) quadrilateral
A rhombus is a parallelogram that has
opposite equal acute angles, opposite
equal obtuse angles, and four equal sides
(or, more simply- a parallelogram with 4
equal sides). Squares have all of these
features, therefore they are always
rhombuses.
4.) Solve.
1/6 + 2/3 – 1/4 =
a.) 7/12
b.) 5/12
c.) 13/12
d.) 11/12
4.) Solve.
1/6 + 2/3 – 1/4 =
a.) 7/12
b.) 5/12
c.) 13/12
d.) 11/12
First find a common denominator for 1/6 and
2/3. You can turn 2/3 into a fraction with 6 as
a denominator, or 4/6. Add 1/6 and 4/6 to
get 5/6. Then, find a common denominator
between 5/6 and ¼. Both 6 and 4 share 12
as a common multiple, so you can change
them to fractions with 12 as a denominator.
5/6 turns into 10/12 and ¼ turns into 3/12.
10/12 – 3/12 = 7/12.
5.) Select two correct statements.
a.) The product of 9/10 and 6 is
greater than 6.
b.) The product of 9/10 and 6 is less
than 9/10.
c.) The product of 1 ¼ and 3 is
greater than 1 ¼.
d.) The product of 1 ¼ and 3 is less
than 3.
e.) The product of 18/7 and 3/2 is
greater than 18/7.
f.) The product of 18/7 and 3/2 is
less than 3/2.
5.) Select two correct statements.
a.) The product of 9/10 and 6 is
greater than 6.
b.) The product of 9/10 and 6 is less
than 9/10.
c.) The product of 1 ¼ and 3 is
greater than 1 ¼.
d.) The product of 1 ¼ and 3 is less than 3.
e.) The product of 18/7 and 3/2 is
greater than 18/7.
f.) The product of 18/7 and 3/2 is less than
3/2.
The first thing you need to know here is that
“product” means “multiply.” If you multiplied all of
these fractions, you’d find that c and e are the only
true statements. The product of 1 ¼ and 3 is 3 ¾,
which is greater than 1 ¼ (answer a). The product of
18/7 and 3/2 is 27/7 or 3 6/7, which is greater than
18/7 (answer e).
Good luck!
Remember the tips and problem solving strategies
you used and learned from your classmates.
Remember to read carefully, use the tools that work
best for you, and take your time.
Good luck on the test! 