Grades K-5 Assessment

Students complete the Formative Check in the Dynamic Student Edition after the Show and Grow exercises.

Laurie’s NotesThink and Grow: Modeling Real LifeThis application allows students to show their understanding of how a division equation can be used to solve a word problem where the size of a group has been given.

● Preview: “Look at the items being discussed in each exercise. The objects are roses, eggs, and rides. How is a group of those items described in each problem? What word is used?” bouquets, carton, days (more challenging, the rides are grouped by each day)

● Choral read the example. “Let’s set up the division equation.” Draw a template with blanks.

“Which value do we write fi rst? The number in each group, the number of groups, or the total objects? Write this number in the fi rst blank.”

● Write in the 7. “This equation says 35 divided into groups of 7 equals blank.”

● MP4 Model with Mathematics: “Choose a model and solve the problem. Explain to your partner the model you used and how it represents the answer to the equation.”

● “Complete the rest of the page on your own or with a partner. Remember to write an equation and show the model you used to solve it.”

● Supporting Learners: Provide counters, number lines, and the structure for each division equation. Assist students in fi lling in the fi rst blank to always correspond to the starting number of objects in the total collection. Read through the meaning of their equation with them and ask if it matches the situation given in the problem.

● Students might use repeated subtraction in Exercise 8. Students will need to realize in comparing that the lesser number of days is the solution. “Think about using division. Hold up 1 fi nger if you can do 1 of these criteria, 2 if you can do 2, and 3 if you can do all. I can fi gure out the equal number of groups when a model is drawn for me, I can use a tape diagram to model equal groups, and I can write a division problem.”

Closure ● “Today we used division to fi nd the number of equal groups.

If 7 represents the number of equal groups, what does the equation 35 ÷ 5 = 7 tell you?”

ELL Support

Read each story aloud as students follow along. Clarify unknown vocabulary and cultural references. Explain that the chart of Subway Rides Left gives the total number of rides each student has. Allow time to complete each exercise. Ask the following questions and have students hold up the appropriate number of fi ngers to indicate the answer.

1. How many bouquets does the fl orist make?

2. How many cartons of eggs are there?

Have students work in groups to discuss and solve Exercise 8 and review answers as a class.

T-36 Chapter 1

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Modeling Real Life

The Chapter Tests provide assessment of student understanding of key concepts taught in the chapter. There are two tests for each chapter.

Copyright © Big Ideas Learning, LLC Big Ideas Math: Modeling Real Life Grade 3 All rights reserved. Assessment Book

49

Chapter

10 Test A

Name _________________________________________

3. Which fraction is shown by the point on the number line?

4. You divide an art canvas into 6 equal parts. You paint 4 parts of the canvas. What fraction of the canvas do you have left to paint?

1. Match each shape with the name for its equal parts.

eighths sixths fourths

2. Match each shape with the fraction of the whole that is shaded.

0 1 2

Big Ideas Math: Modeling Real Life Grade 3 Copyright © Big Ideas Learning, LLC Assessment Book All rights reserved. 50

Chapter

10 Test A (continued)

Name _________________________________________

5. You prepare a circular fruit tray that has 3 equal parts. You put watermelon in one part and pineapple in another part. The rest of the tray has oranges. What fraction of the tray has oranges?

6. Which number line shows ?

7. Your friend is thinking of a fraction. The whole is divided into eighths. The numerator of the fraction is an even number. The fraction is greater than and less than . What is your friend’s fraction?

8. A class of 24 students is divided into 6 equal groups. Each group has 2 sheets of poster board. Each person in the group wants an equal part. Should each group cut the sheets of poster board into halves or thirds?

0 1

0 1

0 1

0 1

The Prerequisite Skills Practice covers material from the prior grade. An Item Analysis is included.

Copyright © Big Ideas Learning, LLC Big Ideas Math: Modeling Real Life Grade 3 All rights reserved. Assessment Book

1

Grade

3 Prerequisite Skills Practice

Name _________________________________________

1. ____ rows of ____

____ + ____ = ____

2. Write how many tens. Write how many hundreds. Then write how many in all.

____ tens

____ hundreds

____ in all

3.

6 8 6

+ 1 5 6

4. 357 – 100 = ____

5. Is the number of butterflies even or odd?

Even Odd

6. You read 17 pages in the morning and 27 pages in the evening. The next day, you read 19 pages. How many pages do you read in all?

____ pages

Copyright © Big Ideas Learning, LLC Big Ideas Math: Modeling Real Life Grade 2 All rights reserved. Assessment Book

5

Grade

2 Pre-Course Test

Name _________________________________________

1. Write the even number as the sum of two equal numbers.

2. ____ rows of ____

____ + ____ + ____ = ____

3. 12 − 6 = ____ 4. 32 + 39 = ____

6. 12 kids are at the zoo. 7 of them leave. 8 more kids come to the zoo. How many kids are at the zoo now?

____ kids

5. 1 4 4 9

+ 2 8

7. Compare.

507 470

8. 100 less than 769 is ____.

9. Write the number nine hundred seventy-one in standard form.

____

10. 4 0 7 − 2 1 5

12 = ____ + ____

11. Count by fives. 315, 320, 325, ____, ____, ____, ____

Copyright © Big Ideas Learning, LLC Big Ideas Math: Modeling Real Life Grade 3All rights reserved. Assessment Book

77

Grade3 Post-Course Test

Name________________________________________

2. Divide 6 oranges into 3 equal groups. How many orangesare in each group?

6 ÷ 3 = ____

3. Use the array to complete the equations.

4 × ____ = 36

36 ÷ 4 = ____

4. A warehouse employee stacks boxes in 6 rows. Each row has 5 boxes. The next day, 19 boxes are shipped. How many boxes are left?

1. Use the array to fill in the blanks.

____ rows

____ columns

____ × ____ = ____

5. Find the product.

9 × 9 = ____

6. Find the quotient.

0 ÷ 8 = ____

7. Use the Distributive Property to find the product.

4 × (2 + 1) = ____

8. Find the missing divisor.

14 ÷ ____ = 7

Copyright © Big Ideas Learning, LLC Big Ideas Math: Modeling Real Life Grade 3All rights reserved. Assessment Book

25

Grade3

Course Benchmark 1For use after Chapter 4

Name________________________________________

1. Use the array to fill in the blanks.

____ rows

____ columns

____ × ____ = ____

2. Divide 21 lemons into 3 equal groups. How many lemons are in each group?

21 ÷ 3 = ____

3. Use the array to complete the equations.

3 × ____ = 24

24 ÷ 3 = ____

Summative Assessment The grades K-5 program offers a blend of assessments to summatively assess mastery of standards. These are available as blackline masters and online as PDFs and editable Word documents.

Formative AssessmentThroughout instruction, the Formative Check online in the Dynamic Classroom provides teachers with immediate feedback on student progress, making it easy to differentiate and provide support where it is needed the most.

Laurie’s Notes in the Teaching Edition offer embedded opportunities to track progress of learning target mastery. Closure exercises also serve as exit tickets for teachers to monitor student understanding.

Student ownership and accountability for learning is a vital component of fluency with standards, as well as the mathematical processes and proficiencies. The K–5 program offers a variety of opportunities for both formative and summative assessment, as well as print and digital options.

The Pre-Course Test measures students’ current understanding of the content in each course.

The Post-Course Test measures students’ understanding of all course content.

The Course Benchmark Tests measure students’ cumulative understanding of topics. There are three quarterly tests.

Laurie’s Notes and the ELL Support provide modification suggestions and options for flexible grouping.

The evaluation table lays out a point structure for ease of grading.

NGL.Cengage.com

The reports in this system provide the feedback teachers need to drive instruction. Students complete the assignments online and can receive immediate feedback on their progress.

Includes Technology Enhanced

Item Types

Big Ideas Math® and Big Ideas Learning® are registered trademarks of Larson Texts, Inc. “National Geographic”, “National Geographic Society” and the Yellow Border Design are registered trademarks of the National Geographic Society ® Marcas Registradas

• Do you like to swim?• It takes you 34 seconds to swim

from one end of a pool to the other. It takes you 38 seconds to swim back. How many seconds do you swim in all?

Chapter Learning Target: Understand addition.

Chapter Success Criteria: ■ I can identify addition patterns.■ I can explain which strategy I used

to write a sum.■ I can write a sum.■ I can solve addition problems.

4

one hundred fty-seven 157

Fluently Add within 100

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Lear

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FL_2_Elem_04.indb 157 3/26/18 11:01 AM

The Performance Task provides students with the opportunity to demonstrate their understanding of the chapter learning targets.

Performance Task Preview in Student Edition

Laurie’s NotesPerformance Task Preview

● Preview the page to gauge students’ prior knowledge about fl uently adding within 100.

“What sports do you play? What activities do you do? Do you like to swim?” Students will be excited to share the sports and activities they participate in after school and on the weekends.

“It takes you 34 seconds to swim from one end of a pool to the other. It takes you 38 seconds to swim back. How many seconds do you swim in all?” 72 seconds

● In the Performance Task at the end of the chapter, students will use the number of laps you swim in a pool and the number of students signed up for swim lessons to add fl uently within 100.

T-157 Chapter 4

FLA_Gr_2_TE_CH_04.indb EV 3/27/18 12:29 PM

Performance Task Preview in Teaching Edition

Performance Task in Student Edition

Performance Tasks Each chapter opens with a Performance Task Preview in the Student Edition. Students are given visibility into what will be expected of them at the end of the chapter to ensure accountability for learning.

Online Assessment With the Dynamic Assessment System, teachers can build customizable assessments with Big Ideas Math question banks aligned to standards and DOK levels. They can also create and edit their own unique items!Items include a variety of question types such as multiple choice, technology enhanced, multiple select, essay style, and more. Students can prepare for high stakes assessments every step of the way.

Laurie’s Notes

Exercise Answers and Notes Points

1a 86 minutes 3

1b even 1

2a 8 more boys 4

2b This year 2

Total 10

Performance TaskIn this activity, students will demonstrate their understanding of fl uently adding within 100. In part (a) of Exercise 2, students can write an addition equation with the addend unknown, or they can write a subtraction problem to fi nd the number of boys originally signed up for swim lessons. Use student responses to gauge their understanding about fl uently adding within 100.

● Decide ahead of time whether students will be working independently, in pairs, or in groups.

● Pause between direction lines for students to complete each step.

● Have students share their work and thinking with others. Discuss as a class.

ELL Support

Have students work in groups to complete the Performance Task. Have Intermediate and Advanced students alternate reading sections aloud as the group discusses how to complete the exercises. Monitor discussion and provide support as needed. Expect students to perform according to their language profi ciency level.

Beginner students may provide numbers or one-word answers.Intermediate students may provide phrases, such as, “sixty-nine minutes.”Advanced students may direct the process of fi guring out answers using detailed sentences, such as, “First we add minutes for Monday and Tuesday to fi nd Tuesday’s total.”

T-207 Chapter 4

FLA_Gr_2_TE_CH_04.indb 207 3/27/18 12:32 PM

Performance Task in Teaching Edition