Congruency of Assessment Items/Tasks Answer Sheet

GRADE / SAMPLE PROBLEM/TASK / STANDARD

Mail Man: Students work in pairs and are given a box (represents a delivery truck) and manipulatives. They are also given card sets that represent several situations to model.

Mail truck is empty. Truck goes to stop one and picks up 37 letters, the truck then goes to stop 2 and picks up 33 letters, at stop 3 she collects 17 letters. How many letters are on the truck now? / As student one reads the problem he will stop after each transaction and model. After stop one the student will get out 37 bundling straws to represent the letters and put them in the truck. After stop two the student will get 43 to represent the other letters in the truck, etc.
Student 2 must record and solve for the number of letters on the truck. Students may then access the mail truck to check. Problems should also include subtraction.
Truck has 48 letters and dropped off 23 letters. / 2.NBT.6
2. Read and write 458.483 to thousandths using expanded form. / 5.NBT.3a
3. Kinsley had some chicken nuggets on her plate. Kinsley went to play a game. Her little brother snuck and put 3 of his nuggets on Kinsley’s plate. When Kinsley came back there were 9 nuggets on her plate. Can you help figure out how many nuggets Kinsley was supposed to have? / 1.OA.1
4. Students interpret an equation for 48.
48 is ____times as many as ____ / 4.OA.1
5. Illustrate and explain 280 divided by 35 using an area model. / 5.NBT.6
6. Given a picture, ask students to draw line/lines of symmetry. / 4.G.3
7. Match the fraction with the correct picture.
¼
/ 3.NF.1
8. Place the following fractions on a line plot to display a set of measurements in fractions of a unit (3/8, ½, ¼, ¾) / 5.MD.2
9. Go Fish: Each player is dealt five cards. The rest of the cards are placed in a stack face down in the center of the table. If the students have any pairs of cards that total 10, they place them down in front of them and replace those cards with cards from the deck. Students take turns. On each turn, a player asks another player for a card that will go with a card in the player's hand to make 10. If he/she receives a card that makes a pair, the pair is placed on the table. This completes a turn. If the player does not get a card that makes a pair that totals 10, he/she takes the top card from the deck. If the card drawn from the deck makes a pair with a card in the player's hand, the pair is placed on the table. This completes the turn. If there are no cards left in a player's hand but still cards in the deck, that player takes two cards from the deck and continues playing. The game is over when there are no more cards left in the deck. At the end of the game each player writes a list of the number pairs he/she made.. / K.OA.3
10. Write the number that is represented by the picture.

______/ 1.NBT.2
11. Using linking cubes. Work with a partner to determine if the following numbers are odd or even. Draw a picture to record your work and be prepared to explain.
7 12 15 18 / 2.OA.3
12. Our school is collecting quarters to help raise money for a new slide. Yesterday we our school brought 389 quarters to school. Today our school collected 437 quarters. How many quarters do we have total? Write a number sentence and solve. / 3.NBT.2
13. What is the perimeter of the gym floor? / 4.MD.3
14. Students will randomly select three arrow cards. One from the hundreds, one from the tens, and one from the ones. They will then use these to build their number. Students will decide which one is greater/less and will then record their comparison statement on a sheet of paper. / 2.NBT.3
2.NBT.4
15. Replace the boxes with values from 1 to 6 to make each problem true. You can use each number as often as you want. You CANNOT use 7, 8, 9, 0.

+ + + . / 2.NBT.5
16. Check the students work below to see if it is correct or not.
5 10 / 1
4 7 / 6 0 / 2 8 / 8 3
+ 3 8 / -5 8 / + 5 3 / - 2 7
7 5 / 0 2 / 8 1 / 6 4
/ 4.NBT.4
17. Students work in a small group. One student flips over a numeral card that has a number 0 to 10 on it. The other students in the group will write the number that goes with it to make ten. Example: I flipped over a 6…on your paper you must write the number 4. / 1.OA.6
18. Given a hundred chart, students generate two numerical patterns using two given rules (add 4 starting at 0, add 8 starting at 0) explain the pattern. / 5.OA.3
19. The first student will roll a dice with the numerals 5, 6, 7, 8, 9, 10 to find a “target” number. Then first student chooses from a pile of ten frame cards that represent the numbers 0, 1, 2, 3, 4, 5 to be the first addend.
Example: Student rolls a seven as the target number then selects the card below
/ / /
The other student chooses a ten frame card that will go with the first addend to make the target number.
Example: Since the target number rolled was seven. Student two should select the ten frame that represents3. 4+3=7
/ /
/ K.OA.2
20. Timmy was asked to share a candy bar fairly between three kids. Draw a picture that shows how Timmy should have shared the candy bar. Label each piece of the candy bar with the correct fraction. / 3.NF.1