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Grade 5: Unit 1 SLO:1 Evaluate numerical expressions with parentheses, brackets or braces. Specific Pearson lesson(s): 8.2 Question: 1. What is the value of the expression? 5´ a. b. c. d. (3 + 4) 12 19 35 60 ANS: C 2. Felicia is trying to simplify the expression 9 + (8 ´ 9 ) - (18 ¸ 8.3 3 ). One step in Felicia’s simplification could be any of the following EXCEPT c. 9 + 66 9 + 72 - 6 ( 9 + 8 )´ 9 - 6 d. 9 + (8 ´ 9 ) - 6 a. b. ANS: C 3. What is the first operation to use to simplify the expression? 8.1 3,500 ¸ éë34 + 8 ´ 2 ù û- 4 a. b. c. d. + ´ ¸ ANS:C 4. What is the value of the expression? 6´ ANS: 2,950 ( 400 + 100 ) - 250 ¸ 5 8.2 Standard: 5.OA.1 Notes: SLO:2 Question: 5. Max has 8 boxes of cans for a food drive. Each box has 17 cans. Max gives half of the boxes to his teacher. Write an expression that represents the total number of cans in all the boxes that his teacher has. ANS: (8/2)X 17 6. Which expression represents Write numerical expressions when given a word problem or a scenario in words and use words to interpret numerical expressions. Specific Pearson lesson(s): 8.8 8.1 “divide the sum of 11 and 17 by the product of 7 and 8”? a. b. c. ( 8 ´ 7 ) ¸ ( 11 + 7 ) ( 11 + 17 ) ¸ ( 8 ´ 7 ) 11 + 17 ¸ 8 ´ 7 8 ´ 7 ¸ 11 + 17 d. ANS: B 7. Which words describe the expression 6 8 (2 4) ? a. b. divide 8 by 2, add 4, and multiply 6 divide the product of 6 and 8 by 2 and add 4 c. divide the product of 6 and 8 by 2 and then by 4 d. divide the product of 6 and 8 by the sum of 2 and 4 ANS: D 8.1 Standard: 5.OA.2 Notes: *Pearson does not present this concept in the same way. SLO:3 Question: 8. Clyde wrote this number: 352.867 Sheila wrote this number: 589.021 Explain the “ten times” or 1/10 relationships for place values in multi-digit numbers moving right or left across the places. Specific Pearson lesson(s): 1.1 1.2 Standard: 5.NBT.1 Notes: *Pearson does not present this concept in the same way. The digit 8 in Sheila’s number represents how many times as much as the digit 8 in Clyde’s number? a. 10 times b. 100 times c. 1,000 times d. 10,000 times ANS: B 9. The place value of the 3 in 0.3 is how many times the place value of the 3 in 30 ? Explain your answer. ANS: See Binder 10. Which of the following is a number where the digit 2 represents 1 the value of the digit 2 in 10 the number 1,947.5286 ? Ans: A a. 1.002 b. 49.2173 c. 342.3897 d. 1,947.5862 *This concept is not presented in 5th grade Pearson *This concept is not presented in 5th grade Pearson SLO:4 Recognize and explain patterns of the number of zeros and the placement of the decimal point in a product or quotient when a number is multiplied or divided by powers of 10. Specific Pearson lesson(s): 3.4 Question: 11. When 256 is multiplied by a positive power of 10 the number of zeros in the product is related to the power of 10. Explain how the number of zeros relates to the power of 10. ANS: See Binder 12. What will be the result when 5.4 345.61 is a. divided by 10: 2 b. divided by 10 : 5 c. divided by 10 : Use place value to explain how the number 345.61 changes when it is divided by a positive power of 10. ANS: See Blue Binder 13. In the expression 852.763 ¸ 10?, supply the missing whole number that would result in a number that is 1 times the value of 1, 000 852.763. Explain your reasoning. Standard: 5.NBT.2 Notes: *Pearson does not present this concept in the same way. *Pearson does not present this concept in the same way. *This concept is not presented in 5th grade Pearson SLO:5 Compare decimals to thousandths based on the value of the digits in each place using the symbols >, =, < when presented as base ten numerals, number names, or expanded form. Specific Pearson lesson(s): Question: Standard: 5.NBT.3 Notes: For questions 14-16, which symbol belongs in the box to make a true comparison? (use<, =, or >). Write your answer in the box. 14. 49.02 forty-nine and nineteen 1.3 1.5 thousandths 15. 16. Thirty-two and six hundred five thousandths 3 10 2 1 7 17. 1 10 0.098, 1.001, 0.108, 1.02 1.5 8.2 *This concept is not presented in Pearson 1.5 8.2 *This concept is not presented in Pearson 1.5 Place the 4 numbers above in the boxes to make the full inequality statement below true. 18. The table shows the lengths of 4 pieces of rope. Rope Lengths Length (in meters) 5.46 5.089 5.6 5.17 Write these lengths from shortest to longest. 1.5 SLO 6: Question: 19. What is 475.189 rounded to the nearest hundredth? 20. What is 0.5734 rounded to the nearest thousandth? Round a decimal to any place. Specific Pearson lesson(s): 2.2 21. 2.2 Sarina rounded a number to the nearest whole number and got 7. Which number could be the number Sarina rounded to the nearest whole number? a. b. c. d. Standard: 5.NBT.4 Notes: 2.2 7.3782 7.6581 7.9275 8.3497 22. What is 635.974 rounded to the nearest tenth? 2.2 23. The number 5.267 will be rounded to the nearest hundredth. Between what two hundredths does 5.267 lie? Show these two values by placing numbers in the boxes below the number line. Place a point on the number line to show 5.267. 1.5 2.2 Explain why your answer is correct. *Pearson does not present this concept in the same way. SLO 7: Question: 24. What is the product of 807 and 6 ? Use the standard algorithm to multiply 3-digit whole numbers by 1-digit whole numbers. Specific Pearson lesson(s): 3.6 25. Find the value of 359 ´ 8 using the standard algorithm. Show your work. 3.6 26. Find the product of 867 and 9 using the standard algorithm. Show your work. 3.6 Standard: 5.NBT.5 Notes: SLO 8 27. What is the quotient of 4,738 divided by 23 ? Show your work. Calculate whole number quotients with 4-digit dividends and 2-digit divisors and explain answers with equations, rectangular arrays, and area models. 5.6 28. Show why 4,830 divided by 42 is 115 with a calculation or a model. 5.6 29. Draw an area model that demonstrates that the quotient of 2,700 and 50 is 54, and explain how the model relates to the calculation. 5.3 Standard: 5.NBT.6 *Pearson does not present this concept in the same way.