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Class 501 Math Practice Test Part 1

Authored by Gregory Washington

Mathematics

5th Grade

CCSS covered

Used 5+ times

Class 501 Math Practice Test Part 1
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19 questions

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1.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

A recipe for 1 batch of muffins included 2/3 cup of raisins. Ina made 2 1/2 batches of muffins. How many cups of raisins did she use?

1 4/6

1 5/6

2 2/6

3 1/6

Answer explanation

Answer Choice A: "1 4 6 "; This is the correct number of cups of raisins Ina used. The student may have understood how to multiply a mixed number and a fraction by converting the mixed number into a fraction greater than one, 5 2 × 2 3 = 10 6 , and then converting the fraction back into a mixed number, 10 6 = 1 4 6 . The student who selects this response understands how to multiply mixed numbers and fractions.

Tags

CCSS.5.NF.B.6

2.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Mani, James, and Isidro equally shared 1/2 of a pie. Which fraction of the whole pie did each of them receive?

1/6

1/5

2/3

3/2

Answer explanation

Answer Choice A: “ 1 6 ”; This is the correct fraction of the whole pie that each person received. The student may have understood dividing a fraction by 3 as multiplying by 1 3 , 1 2 × 1 3 = 1 6 . The student who selects this response understands how to solve real-world problems involving division of unit fractions by non-zero whole numbers.

Tags

CCSS.5.NF.B.7C

CCSS.5.NF.B.7A

3.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Here is a number: 136.35 In a different number, the 6 represents a value which is one-tenth of the value of the 6 in the number above. What value is represented by the 6 in the other number?

six hundredths

six tenths

six ones

six tens

Answer explanation

Answer Choice B: “six tenths”; This is the correct value that is represented by the 6 in the other number. The student who selects this response understands that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1 10 of what it represents in the place to its left.

Tags

CCSS.5.NBT.A.3A

4.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

What number goes in the blank to make the statement below true?

3,840 ounces = _____ pounds

Remember: 16 ounces = 1 pound

24

240

480

61,440

Answer explanation

Answer Choice B: “240”; This response represents a correct conversion from ounces to pounds. Using the relationship “1 pound = 16 ounces,” the student may have divided 3,840 ounces by 16 obtains a result of 240 pounds. A student who selects this response understands how to correctly convert among different-sized standard measurement units.

Tags

CCSS.4.MD.A.1

5.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

What is the area, in square inches, of a rectangle with the dimensions shown in the diagram below?

21/128

3/14

10/24

24/112

Answer explanation

Answer Choice A: “ 21 128”; This is the correct area of the rectangle shown. The student may have understood that multiplying the numerators of the two fractions and the denominators of the two fractions would result in the product of the two fractions. The student who selects this response understands how to multiply fractional side lengths to find the area of a rectangle.

Tags

CCSS.5.NF.B.4B

6.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

What is the value of the expression in the picture?

57

64

65

68

Answer explanation

Answer Choice B: “64”; This response represents the correct value of the expression. The student may have correctly performed the traditional algorithm for division with precision. Alternatively, the student may have used estimation to rule out options A and D and then used an understanding of the relationship between multiplication and division to determine whether 64 or 65 was the quotient.

Tags

CCSS.5.NBT.B.6

CCSS.6.NS.B.2

7.

MULTIPLE CHOICE QUESTION

30 sec • 1 pt

Media Image

What is the volume, in cubic centimeters, of the figure below?

15

24

30

45

Answer explanation

Answer Choice D: “45”; This response represents the correct volume of the figure. The student may have counted the number of unit cubes in one layer of the rectangular prism and then used addition or multiplication to determine the total number of unit cubes as the volume, in cubic centimeters, of the figure. Alternatively, the student may have applied the formula for volume of a rectangular prism, using the length, width, and height values determined by counting the number of unit cubes along each dimension of the figure. 5 × 3 × 3 = 45.

Tags

CCSS.5.MD.C.5A

CCSS.6.G.A.2

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