Selected Response: Students select response(s) from a provided list:

Grade 5
Name

Date

1. Circle all the ways to make 240,000:

10000 x 24

240 x 10000

240 x 1000

2400 x 100

24 x 100

2. Which expression matches the following area model?

20

5
10
a. 204 x 510

b. (20-4) + (5-10)

c. 24 x 15

d. 25 x 14

Selected Response: Students select response(s) from a provided list:

Grade 5 ANSWER KEY
1. Circle all the ways to make 240,000:
10000 x 24

240 x 10000

240 x 1000

2400 x 100

24 x 100

2. Which expression matches the following area model?

20

5
10
a. 204 x 510

Assessment
Task Item

b. (20-4) + (5-10)

c. 24 x 15

d. 25 x 14

(1 Point)

(2 Points)

(3 Points)

(4 Points)

The student is able

to find no correct
items.

The student is able

to find 1 correct
items.

The student is able

to find 2 correct
items.

The student is able

to find 3 correct
items.

The student is
unable to compare
the expression to the
model.

The student
correctly compares
the expression to the
model.

Constructed Response: Student organizes and uses knowledge and skills to answer a
question or complete a task:
Grade 5
Name
1.

Date

Fill in the chart.

Words

Expression

The Value of the

Expression

a. 50 times the sum of 64 and

36
b. Divide the difference
between 1,200 and 700 by
5
c.
d.

10 (250 + 45)
(560 + 440) 14

2. Compare the two expressions using < , > , or = . For each, explain how you can determine
the answer without calculating.

a. 100 8

b. 48 12

25 (4 9)

50 twelves 3 twelves

Constructed Response: Student organizes and uses knowledge and skills to answer a
question or complete a task:
Grade 5 ANSWER KEY
1. Fill in the chart.
Words
a. 50 times the sum of 64
and 36
b. Divide the difference
between 1,200 and 700
by 5
c. 10 times the sum of 250
and 45
d. 14 times the sum of 560
and 440

Expression

The Value of the

Expression

50 x (64+36)

5,000

(1,200 700) 5

100

10 (250 + 45)

2,950

(560 + 440) 14

14,000

2.
Compare the two expressions using < , > , or = . For each, explain how you can
determine the answer without calculating.

a. 100 8

25 (4 9)

Product is 800
than 800

b.

<

Product of 25 x 4 is 100 so 100 x 9 is equal to 900. 900 is larger

48 12

48 twelves

Assessment
Task Item

>

50 twelves 3 twelves
47 twelves . the other side is 1 more group of twelves

STEP 1
Little evidence
of reasoning
without a
correct
answer.

STEP 2
Evidence of
some
reasoning
without a
correct
answer.

(1 Point)
(2 Points)
1

The student is able

to answer one to
three items
correctly.

The student is able

to answer four to six
items correctly.

STEP 3
Evidence of
some
reasoning with
a correct
answer or
evidence of
solid
reasoning with
an incorrect
answer.
(3 Points)

STEP 4
Evidence of
solid
reasoning with
a correct
answer.

The student is able

to answer eight to
ten items correctly.

The student is able

to answer all 12
items correctly.

(4 Points)

The student is
unable to compare
the expressions.

The student is able

to correctly compare
at least two pairs of
expressions, but is
unable to explain
reasoning.

The student is able

to correctly compare
at least two pairs of
expressions, and is
able to explain
reasoning on some
parts of the task.

The student
correctly compares
all pairs of
expressions, and is
able to explain
reasoning for all
parts of the task.

Extended Response: Student prepare a written answer, often a short phrase, a list or
a more substantial composition:
Grade 5
Name

Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the
partial products from your area model to the partial products in your algorithm.

a. 273 346

273
346

b. 273 306

273
306

Both Parts (a) and (b) have three-digit multipliers. Why are there three partial products in Part
(a) and only two partial products in Part (b)?

2. So far, Carmella has collected 14 boxes of baseball cards. There are 315 cards in each box.
Carmella estimates that she has about 3,000 cards, so she buys 6 albums that hold 500 cards
each. Will the albums have enough space for all of her cards? Why or why not? Explain what
Carmella should do if she does not have enough space for all of her cards.

Extended Response: Student prepare a written answer, often a short phrase, a list or
a more substantial composition:
Grade 5 ANSWER KEY
Name

Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the
partial products from your area model to the partial products in your algorithm.

a. 273 346
200

273
70

346

1638

1200

420

18

1638

40

8000

2800

120

10920

10920

60000

21000

900

81900

+ 81900

300

94458
273

b. 273 306

200
6
300

70

1200

420

18

60000

21000

900

306
1638
81900

1638
+ 81900

83538
Both Parts (a) and (b) have three-digit multipliers. Why are there three partial products in Part
(a) and only two partial products in Part (b)?
Because there is a zero in the tens place it does not need to be included in the area
model. The answer can be shown using ones and hundreds.
2. So far, Carmella has collected 14 boxes of baseball cards. There are 315 cards in each box.

Carmella estimates that she has about 3,000 cards, so she buys 6 albums that hold 500 cards
each. Will the albums have enough space for all of her cards? Why or why not? Explain what
Carmella should do if she does not have enough space for all of her cards.
Carmella has collected 4410 cards. The 6 albums she bought will hold only 3000 cards. She will
not have enough room to hold all of her collection. Carmella should buy 3 more albums to hold
all of her collection.

Assessment
Task Item

STEP 1
Little evidence
of reasoning
without a
correct
answer.

STEP 2
Evidence of
some
reasoning
without a
correct
answer.

(1 Point)
(2 Points)

STEP 3
Evidence of
some
reasoning with
a correct
answer or
evidence of
solid
reasoning with
an incorrect
answer.
(3 Points)

STEP 4
Evidence of
solid
reasoning with
a correct
answer.

(4 Points)

The student is
unable to correctly
multiply either Part
(a) or (b) and makes
no attempt to
explain the
relationship
between products.

The student is able

to multiply either
Part (a) or (b)
correctly, but makes
no attempt to
explain the
relationship
between the
products.

The student is able

to correctly multiply
both Parts (a) and
(b), and provides
some explanation of
the relationship
between the
products.

The student
correctly multiplies
both parts of the
task, and provides a
complete
explanation of the
relationship
between the
products using
words, numbers or
pictures.

The student uses

incorrect reasoning
in most parts of the
task and is unable
to correctly convert,
calculate, and/or
write an accurate
explanation.

The student uses

some correct
reasoning, and is
able to answer one
part of the task.

The student uses

correct reasoning,
but makes
calculation errors on
part of the task or
writes an incorrect
explanation.

The student uses

correct reasoning,
correctly calculates
all parts of the task,
and writes a correct
explanation.