Progress Check 12 Objective To assess students progress on mathematical content through the end of Unit 12.
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1 Progress Check 1 Objective To assess students progress on mathematical content through the end of Unit 1. Looking Back: Cumulative Assessment The End-of-Year Assessment in the Assessment Handbook is a written assessment that you may use to assess students proficiency with Grade-Level Goals. Input student data from Progress Check 1 and the End-of-Year Assessment into the Assessment Management Spreadsheets. Materials Study Link 1 8 Assessment Handbook, pp , 10 15, 7, and End-of-Year Assessment (Assessment Handbook, pp , 34 41, 45, and 45A) slate CONTENT ASSESSED Find the greatest common factor of two numbers. [Number and Numeration Goal 3] Find the least common multiple of two numbers. [Number and Numeration Goal 3] Find the prime factorization of numbers. [Number and Numeration Goal 3] Find the factors of numbers. [Number and Numeration Goal 3] Use least common multiples to find common denominators. [Number and Numeration Goal 5] Multiply and divide fractions. [Operations and Computation Goal 5] Understand and use tree diagrams to solve problems. [Data and Chance Goal 4] Use the Multiplication Counting Principle to find the total number of possible outcomes of a sequence of choices. [Data and Chance Goal 4] Compute the probability of outcomes when choices are equally likely. [Data and Chance Goal 4] Solve ratio and rate problems. [Operations and Computation Goal 7] ASSESSMENT ITEMS (S) SELF ORAL/SLATE WRITTEN OPEN PART A PART B RESPONSE , 3 1, , , Looking Ahead: Preparing for Grade 6 Math Boxes 1 9 Study Link 1 9: End-of-Year Family Letter Materials Math Journal, p. 47 Math Masters, pp Lesson 957
2 Getting Started Math Message Self Assessment Complete the Self Assessment (Assessment Handbook, page 10). Study Link 1 8 Follow-Up Briefly review students answers. 1 Looking Back: Cumulative Assessment Math Message Follow-Up (Self Assessment, Assessment Handbook, p. 10) The Self Assessment offers students the opportunity to reflect upon their progress. Oral and Slate Assessments WHOLE-CLASS Problems 1 and 3 provide summative information that can be used for grading purposes. Problems and 4 provide formative information that can be useful in planning future instruction. Oral Assessment 1. Show thumbs up if the first number is a factor of the second and thumbs down if it is not. 8; 64 up 6; 303 down 1 9. Find the prime factorization of a number. 3. Find the greatest common factor of two numbers. Self Assessment Think about each skill listed below. Assess your own progress by checking the most appropriate box. 4. Find the least common multiple of two numbers. 5. Solve rate and ratio number stories. 6. Use the Multiplication Counting Principle to solve problems. 7. Use tree diagrams to solve problems. Progress Check 1 Skills I can do this on I can do this on I can do this if my own and my own. I get help or look explain how to at an example. do it. 1. Find all the factors of a number. 4; 56 up 5; 8,045 up. Show thumbs up if the statement is true and thumbs down if it is false. If there are 4 flavors of ice cream and types of cones, there are 6 possible ice cream cone choices. down If there are 8 notebook covers and 3 different colored pencils, there are 1 possible combinations of notebooks and pencils. down If there are styles of team uniforms and 4 colors of athletic shoes, there are 8 possible combinations of uniforms and shoes. up If there are 6 pasta choices and 5 sauce choices, there are 30 possible combinations of sauce and pasta. up Slate Assessment 3. Name all the factors of each number. 1 1,, 3, 4, 6, ,, 4, 8, ,, 3, 4, 6, 9, 1, 18, , 47 Assessment Handbook, p Unit 1 Progress Check 1
3 4. Make a tree diagram to show the possible choices. There are 4 flavors of ice cream and types of cones. Ice cream C V S N Cones C S C S C S C S There are 8 notebook covers and 3 different colored pencils. 1 9 Written Assessment Progress Check 1 Part A For each number below, draw a factor tree and write the prime factorization. Answers vary º 30 º º 15 º º 3 º 5 60 º º 3 º 5 84 º º 3 º 7,, and 3 1 Explain how you found it. I multiplied the common prime factors: º º What prime factors do 60 and 84 have in common? 4. What is the greatest common factor of 60 and 84? 4 º 1 º º 3 º 7 Notebook covers I II III IV V VI VII VIII 5. What is the least common multiple of 60 and 84? Explain how you found it. º º 3 º 5 º º 3 º 7 º º 3 º 5 º Pencils BRG BRG BRG BRG BRG BRG BRG BRG Rewrite each fraction pair with a common denominator and and and and 70 Written Assessment (Assessment Handbook, pp ) 8. Explain how you found the answer to Problem 6. I found the least common multiple of 8 and 1, which is 4. Then I multiplied 3 8 º º 3 3 and 1 5 º º to find fractions with denominators equal to 4. Assessment Handbook, p. 11 Part A Recognizing Student Achievement Problems 1 15 provide summative information and may be used for grading purposes. Problem(s) Description 1, Find the factors of numbers. 1 3 Find the prime factorizations of numbers. 4 Find the greatest common factor of two numbers. 5 9 Find the least common multiple of two numbers Solve ratio and rate number stories. 14 Solve a fraction multiplication number story. 15 Solve a fraction division number story. Use the checklists on pages 91 and 93 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of students progress toward Grade-Level Goals. 9. Sven bought a large pizza. He wants to cut the pizza so that it can be shared equally by people, 3 people, 4 people, 6 people, or 8 people. Into how many slices should Sven cut the pizza? 4 slices Part B Informing Instruction Problems 16 provide formative information that can be useful in planning future instruction. Problem(s) Description 16 Understand and use tree diagrams. 16 Use the Multiplication Counting Principle to find the total number of choices. 17 Compute the probability of outcomes. 18 Solve ratio and rate number stories. 10. There are 30 students in Linda s class. Two-thirds of her class rides to school on the school bus. The other students walk to school. How many students walk to school? 11. Matt was playing Name That Number. Of the 5 cards he turned over, 60% were black. How many black cards were there? 1 cars 16 8 or 4_ 7 Explain how you found your answer. Since 1 out of 8 cars were red, and 8-1 = 16, then 16 cars were not red. 1. Three out of 7 cars parked on one street were red. If there were 8 cars, how many cars were red? 13. What is the ratio of cars that were not red to total cars in Problem 1? Solve each number story. Record the number model and the solution. 14. Susan rode her bike miles on Thursday. She rode her bike 1 times that far on Friday. How far did she ride her bike on Friday? 4 4_ a. Open number model: 5 1_ = m b. Solution: 1 miles 10 students 3 cards 15. At a bank, Maggie exchanged a $5 bill for $5 in quarters. How many quarters did she get? 5 1_ a. Open number model: 4 = q b. Solution: 0 quarters Assessment Handbook, p. 1 Copyright Wright Group/McGraw Hill Lesson 959
4 Part B Open Response (Assessment Handbook, p. 15) py g g p 16. Darin rolls a 6-sided die and then flips a coin. How many different ways can the die roll and coin toss turn out? a. Use the Multiplication Counting Principle to answer. 1 different ways b. Draw a tree diagram to show all the possible ways. Suggestion: Use the letters H and T to represent HEADS and TAILS. die: 1 coin: c. Which method do you think is easier for finding the number of possible results? Answers vary. d. Explain your answer. Answers vary. 17. In Problem 16, what is the probability that Darin 1 a. rolls a 5 and the coin lands on HEADS? 1 b. rolls an even number and the coin lands on TAILS? 6 c. rolls a prime number? 1, 3_ 6, or 1_ 6 d. tosses the coin so that it lands on HEADS? , or 1_ Assessment Handbook, p , or 1_ 4 Counting Cars The open-response item requires students to apply skills and concepts from Unit 1 to solve a multistep problem. See Assessment Handbook, pages for rubrics and students work samples for this problem. End-of-Year Assessment (Assessment Handbook, pp ) The End-of-Year Assessment (Assessment Handbook, pages 34 41) provides an additional assessment opportunity that you may use as part of your balanced assessment plan. This assessment covers many of the important concepts and skills presented in Fifth Grade Everyday Mathematics. It should be used along with ongoing and periodic assessments. Please see the Assessment Handbook for further information. Write a number model for each problem. Then solve the problem. 18. Rosalyn s family was driving from home to her aunt s house. After going 48 miles, they were 3 of the way there. How far from home was her 4 aunt s house? 3_ = Number model: 4 48 Answer: miles In Doreen s first basketball game, she made a basket 9 times out of 15 attempts. She made the same ratio of baskets out of 5 attempts in the second game. How many baskets did she make in her 5 attempts? 9 Number model: 15 = 5 Answer: 15 baskets 1 9 Open Response Progress Check 1 Counting Cars Use the statements below to figure out how many trips the Rock Island Ferry made. The Rock Island Ferry took 64 cars and trucks across the Rock Island River one Saturday. The total ratio of cars to trucks for the day was 5 to 3. The ferry carries 6 cars and 4 trucks when it is full. It was full on every trip except for the last trip of the day. How many trips did the ferry make? Show all of your work and describe, in words, the steps you followed to solve the problem. 0. Explain how you found your answer to Problem = 3_ 5. So the number model can be written as 3_ 5 = = out of 15 is the same ratio as 15 out of 5. She made 15 baskets. 1. Marcus s heart beats 11 times in 10 seconds. At this rate, about how many times would it beat in 1 minute?. Carlo was buying tickets for his family at the school fair. He got 7 tickets for each dollar. He received a total of 4 tickets. How much did he spend on tickets? 66 $3 times py g g p Assessment Handbook, p. 14 Assessment Handbook, p Unit 1 Progress Check 1
5 Looking Ahead: Preparing for Grade 6 Math Boxes (Math Journal, p. 47) Mixed Practice This Math Boxes page previews Grade 6 content. Study Link 1 9: End-of-Year Family Letter (Math Masters, pp ) Home Connection The End-of-Year Family Letter thanks family members for their participation in Fifth Grade Everyday Mathematics, suggests activities that can be done at home during vacation, and provides a preview of Sixth Grade Everyday Mathematics. Date 1 9 Math Boxes 1. One square weighs as much as ounces 5. The water in Leroy s fish tank had evaporated so that it was about 5 8 inch below the level it should be. He added water and the water level went up about 3 4 inch. Did the water level end up above or below where it should be? How much above or below? 5 Number model: 8 3, or Above by Answer: 1 8 inch Student Page ounces. 3 ounces Time XXXXXXXXX, Math Journal p., XXX p Write a fraction or a mixed number for each of the following. 1 a. 5 minutes 1 hour 4 b. 0 minutes 1 hour 7 c. 35 minutes 1 hour d. 10 minutes 1, or 1 6 hour 1 1 e. 55 minutes 1 hour The area of the cover of the dictionary is about in in., or 1 3 Dictionary of American English in. 4. Multiply. a b c d e Insert parentheses to make each expression true. a b / 6 (0) c / 6 (0) d. 4 / 6 () 5 8 e. 4 / 6 () Study Link Masters STUDY LINK 1 9 End-of-Year Family Letter Congratulations! By completing Fifth Grade Everyday Mathematics, your child has accomplished a great deal. Thank you for your support! This Family Letter provides a resource throughout your child s vacation. It includes an extended list of Do-Anytime Activities, directions for games that can be played at home, a list of mathematics-related books to check out over vacation, and a preview of what your child will be learning in Sixth Grade Everyday Mathematics. Enjoy your vacation! Do-Anytime Activities Mathematics means more when it is rooted in real-life situations. To help your child review many of the concepts he or she has learned in fifth grade, we suggest the following activities for you to do together over vacation. These activities will help your child build on the skills he or she has learned this year and will help prepare him or her for Sixth Grade Everyday Mathematics. 1. Review multiplication facts. For example, include basic facts such as 7 º 8 56, and extended facts, such as 70 º and 70 º 80 5,600.. Create opportunities to work with rulers, yardsticks, metersticks, tape measures, and scales. Have your child measure items using metric and U.S. customary units. 3. Ask your child to solve multiplication and division problems that are based on real-life situations. Vary the problems so that some are suitable for mental computation, some require paper-and-pencil calculation, and some require the use of a calculator. 4. Practice using percents by asking your child to calculate sales tax, percent discounts, sports statistics, and so on. 5. Continue the American Tour by reading about important people, events, inventions, explorations, and other topics in American history. Focus on data displays such as bar, line, and circle graphs, and on color-coded maps. Math Masters, pp Lesson 961
6 9. Sven bought a large pizza. He wants to cut the pizza so that it can be shared equally by people, 3 people, 4 people, 6 people, or 8 people. Into how many slices should Sven cut the pizza? 10. There are 30 students in Linda s class. Two-thirds of her class rides to school on the school bus. The other students walk to school. How many students walk to school? 11. Matt was playing Name That Number. Of the 5 cards he turned over, 60% were black. How many black cards were there? 1. Three out of 7 cars parked on one street were red. If there were 8 cars, how many cars were red? 13. What is the ratio of cars that were not red to total cars in Problem 1? Explain how you found your answer. Solve each number story. Record the number model and the solution. 14. Susan rode her bike miles on Thursday. She rode her bike 1 times that far on Friday. How far did she ride her bike on Friday? a. Open number model: b. Solution: 15. At a bank, Maggie exchanged a $5 bill for $5 in quarters. How many quarters did she get? Copyright Wright Group/McGraw-Hill a. Open number model: b. Solution: 1 Assessment Handbook
7 Part B 16. Darin rolls a 6-sided die and then flips a coin. How many different ways can the die roll and coin toss turn out? a. Use the Multiplication Counting Principle to answer. different ways b. Draw a tree diagram to show all the possible ways. Suggestion: Use the letters H and T to represent HEADS and TAILS. c. Which method do you think is easier for finding the number of possible results? d. Explain your answer. 17. In Problem 16, what is the probability that Darin Copyright Wright Group/McGraw-Hill a. rolls a 5 and the coin lands on HEADS? b. rolls an even number and the coin lands on TAILS? c. rolls a prime number? d. tosses the coin so that it lands on HEADS? s 13
8 Write a number model for each problem. Then solve the problem. 18. Rosalyn s family was driving from home to her aunt s house. After going 48 miles, they were 3 of the way there. How far from home was her 4 aunt s house? Number model: Answer: miles 19. In Doreen s first basketball game, she made a basket 9 times out of 15 attempts. She made the same ratio of baskets out of 5 attempts in the second game. How many baskets did she make in her 5 attempts? Number model: Answer: baskets 0. Explain how you found your answer to Problem Marcus s heart beats 11 times in 10 seconds. At this rate, about how many times would it beat in 1 minute?. Carlo was buying tickets for his family at the school fair. He got 7 tickets for each dollar. He received a total of 4 tickets. How much did he spend on tickets? times Copyright Wright Group/McGraw-Hill 14 Assessment Handbook
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