Math Mock Test 1 Answer Key

Ready® New York CCLS Mathematics Practice 1, Grade 5 Answer Form Name Teacher

Grade

School

City

Book 1 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30.

4

!

●

" ● $ " ! ● " ! ● " ● $ " ! ● " ! $ " ! $ ● ! $ " ● $ " ! $ ● ● $ " ! ● " ! ● " ● $ " ! ● " ! $ ● ● $ " ! $ " ! ● " ● $ " ! ● " ! ● " ! $ " ! ● " ! ● " ● $ " ! $ ● ● $ " ! ● "

# # # # # #

● #

● # # # # # # # # #

Book 2 31. 32. 33. 34. 35. 36. 37. 38.

! $ " ● ! $ ● # ! ● " # ! ● " # ! $ ● # ● $ " # ! ● " # ! $ " ●

For questions 39 through 45, write your answers in the book. 39. See page 6. 40. See page 6. 41. See page 6. 42. See page 6. 43. See page 6. 44. See page 6. 45. See page 6.

● # # # #

● # # # # # #

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Answers to Short- and Extended-Response Questions Practice 1: Book 2

Pages 23–29

For scoring of questions 39–45, see also Mathematics Rubrics for Scoring, pages 8 and 9. 39. (short response) • Possible student model: 3 10

41. (short response) • $25.50 • $499.80 42. (short response) • Possible equation: w 5 6.88 2 4.96 • 1.92 pounds 43. (short response) • 2,240 cubic feet

1 2

• 640 cubic feet 44. (short response) • Possible response: • g5341

4 ··

• 12 guests 45. (extended response) • 3 square meter 20 ··

40. (short response) • Yes; Possible explanation: All squares are rectangles, so all squares have the properties of rectangles, such as two sets of parallel sides. • No; Possible explanation: All rectangles are not squares, so not all rectangles have the properties of squares, such as four sides of the same length.

6

• No; Possible explanation: In the expression 6 3 4 1 5, 6 is first multiplied by 4 and the product is added to 5. • Possible response: 6 3 (4 1 5), (4 1 5) 3 6; Possible explanation: Both expressions represent the product of 6 and the sum of 4 and 5. The value of each expression is the same: 54.

©Curriculum Associates, LLC

Mathematics Rubrics for Scoring 2-Point Holistic Rubric (for Short-Response Questions)* 2 Points

A two-point response includes the correct solution to the question and demonstrates a thorough understanding of the mathematical concepts and/or procedures in the task. This response • indicates that the student has completed the task correctly, using mathematically sound procedures • contains sufficient work to demonstrate a thorough understanding of the mathematical concepts and/or procedures • may contain inconsequential errors that do not detract from the correct solution and the demonstration of a thorough understanding

1 Point

A one-point response demonstrates only a partial understanding of the mathematical concepts and/or procedures in the task. This response • correctly addresses only some elements of the task • may contain an incorrect solution but applies a mathematically appropriate process • may contain correct solution but required work is incomplete

0 Points

A zero-point response is incorrect, irrelevant, incoherent, or contains a correct solution obtained using an obviously incorrect procedure. Although some elements may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.

8

©Curriculum Associates, LLC

3-Point Holistic Rubric (for Extended-Response Questions)* 3 Points

A three-point response includes the correct solution(s) to the question and demonstrates a thorough understanding of the mathematical concepts and/or procedures in the task. This response • indicates that the student has completed the task correctly, using mathematically sound procedures • contains sufficient work to demonstrate a thorough understanding of the mathematical concepts and/or procedures • may contain inconsequential errors that do not detract from the correct solution(s) and the demonstration of a thorough understanding

2 Points

A two-point response demonstrates a partial understanding of the mathematical concepts and/or procedures in the task. This response • appropriately addresses most but not all aspects of the task using mathematically sound procedures • may contain an incorrect solution but provides sound procedures, reasoning, and/or explanations • may reflect some minor misunderstanding of the underlying mathematical concepts and/or procedures

1 Point

A one-point response demonstrates only a limited understanding of the mathematical concepts and/or procedures in the task. This response • may address some elements of the task correctly but reaches an inadequate solution and/or provides reasoning that is faulty or incomplete • exhibits multiple flaws related to misunderstanding of important aspects of the task, misuse of mathematical procedures, or faulty mathematical reasoning • reflects a lack of essential understanding of the underlying mathematical concepts • may contain correct solution(s) but required work is limited

0 Points

A zero-point response is incorrect, irrelevant, incoherent, or contains a correct solution obtained using an obviously incorrect procedure. Although some elements may contain correct mathematical procedures, holistically they are not sufficient to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

*Reprinted courtesy of New York State Education Department.

©Curriculum Associates, LLC

9

Ready® New York CCLS Practice Answer Keys and Correlations The charts below show the answers to multiple-choice items in the Ready® New York CCLS Practice, plus the depth-of-knowledge (DOK) index, primary standard, additional standard(s), and corresponding Ready® New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Practice 1 Question

Key

DOK

Primary Standard

Additional Standard(s)

Ready® New York CCLS Instruction Lesson(s)

Book 1 1

B

2

5.NBT.B.6

4.MD.A.2, 5.NBT.5

6

2

A

1

5.MD.C.4

5.MD.C.3a, 5.MD.C.3b, 5.MD.C.5a

25

3

B

1

5.NF.B.4b

—

14

4

B

2

5.NF.B.3

—

12

5

A

2

5.NF.B.7c

5.NF.B.6

18

6

B

2

5.NBT.B.6

—

6

7

D

2

5.NF.B.7b

5.NF.B.6

17

8

C

2

5.NBT.A.2

5.NBT.A.3a

2

9

D

2

5.MD.C.5c

5.MD.C.5b

27

10

A

2

5.NF.B.6

5.NF.B.4a

16

11

C

1

5.NBT.B.5

—

5

12

A

2

5.OA.A.1

—

19

13

B

2

5.NF.B.5a

—

15

14

B

2

5.MD.C.5a

5.MD.C.5b

26

15

A

2

5.NF.B.5b

—

15

16

B

2

4.MD.A.2

5.NBT.B.7

36

17

C

2

5.MD.A.1

5.NBT.A.2

21, 22

18

A

1

5.MD.A.1

—

21, 22

19

D

1

5.NF.A.1

—

10

20

B

1

5.NBT.B.7

—

7

21

A

1

5.NBT.B.7

—

7

22

B

3

5.NF.A.2

—

11

23

B

2

5.MD.C.5b

5.MD.C.5a

26

24

D

2

5.G.B.4

—

30

25

B

2

5.NF.B.7a

—

17

26

B

2

5.MD.C.5a

5.NBT.B.5, 5.MD.C.3b

26

27

A

1

4.NF.C.5

5.NF.A.1

32

28

C

2

5.NF.B.4a

—

13

29

A

2

5.NBT.A.3b

—

4

30

B

2

5.G.B.3

—

31

Book 2 31

D

2

5.NBT.B.5

—

5

32

C

2

5.MD.C.5a

5.MD.C.3b

26

33

B

2

5.NBT.A.1

—

1

34

B

2

5.NF.B.6

—

16

©Curriculum Associates, LLC

15

Practice 1 (continued) Question

Key

DOK

Primary Standard

Additional Standard(s)

Ready® New York CCLS Instruction Lesson(s)

Book 2 (continued)

16

35

C

2

4.MD.A.1

4.MD.A.2, 5.MD.A.1

35

36

A

2

5.NBT.A.2

—

2

37

B

2

5.NF.B.7c

—

18

38

D

2

5.NF.B.7a

—

17

39

See page 6.

2

5.NF.B.4b

5.NF.B.6

14

40

See page 6.

3

5.G.B.3

—

31

41

See page 6.

2

5.NBT.B.6

5.NBT.B.7, 4.MD.A.2

6

42

See page 6.

2

5.NBT.B.7

—

9

43

See page 6.

2

5.MD.C.5b

5.MD.C.5a

26

44

See page 6.

3

5.NF.B.3

5.NBT.B.6

12

45

See page 6.

2

5.OA.A.2

—

19

©Curriculum Associates, LLC

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