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5New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideMathematics

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

Mathematics Rubrics for Scoring 6

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 8

Ready™ New York CCLS Practice Answer Key and Correlations 13

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for Mathematics. By completing this book, students develop mastery of the Common Core Learning Standards for Mathematics. To develop this mastery, students answer comprehension questions that correlate to the Mathematical content strands of the Common Core Learning Standards.

How does Ready™ New York CCLS Practice correlate to the Common Core Learning Standards for Mathematics?

The test has 72 questions (62 multiple-choice, 6 short-response, and 4 extended-response) that address the key skills in the Mathematics strands of the CCLS:

• Operations and Algebraic Thinking

• Number and Operations in Base Ten

• Number and Operations—Fractions

• Measurement and Data

• Geometry

How should I use Ready™ New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide Mathematics assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready™ New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with good erasers. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day 1 Book 1 (questions 1–30) 50* minutes



* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response items in their student books.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought processes they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why choices are incorrect will help students understand the correct answer.

Use the 2-Point Holistic Rubric—Short-Response (page 6) to score the short-response items. Use the 3-Point Holistic Rubric—Extended-Response (page 7) to score the extended-response items.

If you wish to familiarize students with the use of a rubric, provide them with copies. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubrics. Explain your evaluations.

How should I use the results of Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for Mathematics. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Keys and Correlations, beginning on page 13, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready™ New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready™ New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 8.


Ready™ New York CCLS Mathematics Practice, Grade 5 Answer Form

Name

Teacher Grade

School City

Book 1 Book 2 Book 3

1. A ● C D

2. ● B C D

3. A ● C D

4. ● B C D

5. ● B C D

6. A ● C D

7. ● B C D

8. A B C ● 9. A B ● D

10. A ● C D

11. A B C ● 12. A B ● D

13. A B C ● 14. A B ● D

15. A B C ● 16. ● B C D

17. A B ● D

18. A B C ● 19. A ● C D

20. A B ● D

21. ● B C D

22. A ● C D

23. A ● C D

24. A ● C D

25. ● B C D

26. A B ● D

27. ● B C D

28. A ● C D

29. A B C ● 30. ● B C D

31. A B C ● 32. A B C ● 33. ● B C D

34. ● B C D

35. A B ● D

36. A ● C D

37. A ● C D

38. A ● C D

39. A ● C D

40. ● B C D

41. A B C ● 42. A B ● D

43. ● B C D

44. A B C ● 45. A ● C D

46. ● B C D

47. A B C ● 48. A B ● D

49. A B C ● 50. A B ● D

51. A ● C D

52. A ● C D

53. A B ● D

54. A B C ● 55. ● B C D

56. A ● C D

57. ● B C D

58. A B ● D

59. A B C ● 60. A ● C D

61. A B C ● 62. A ● C D

For questions 63 through 72, write your answers in the book.

63. See page 5. 64. See page 5. 65. See page 5. 66. See page 5. 67. See page 5. 68. See page 5. 69. See page 5. 70. See page 5. 71. See page 5. 72. See page 5.


Answers to Short- and Extended-Response Questions

Book 3 Pages 32–42

For scoring of questions 63–72, see also Mathematics Rubrics for Scoring, pages 6 and 7.

63. (extended response)

Part A: Tuesday and Thursday

Part B: 1 ··

2 hour

Part C: 7 hours, 40 minutes

64. (short response)

Part A: Possible student model:

12

310

Part B: 3 ··

20

square meter


Part A: Yes; Possible explanation: All squares are rectangles, so all squares have the properties of rectangles, such as two sets of parallel sides.

Part B: No; Possible explanation: All rectangles are not squares, so not all rectangles have the properties of squares, such as four sides the same length.


Part A: 46 inches

Part B: 19 1 ··

2 feet

Part C: 4 1 ··

3 yards


Part A: $25.50

Part B: $499.80


Part A: No; Possible explanation: Amy’s estimate is

not accurate because 1 ··

7 is less than both 1

··

3 and 1

··

4 , so

the sum of 1 ··

3 and 1

··

4 would be much greater than 1

··

7 .

Part B: 5 ··

12

of her time


Part A: 0.8 q ····· 6.88

Part B: 8.6


Part A: (5 1 7) 4 3

Part B: 6 times


Part A: 10

Part B: 9

Part C: Jacob’s; Possible explanation: He will get one more wing at Jacob’s party than at Jackson’s party.


Part A: 2,240 cubic feet

Part B: 1,216 cubic feet


Mathematics Rubrics for Scoring

2-Point Holistic Rubric (for Short-Response Questions)*

2 Points A 2-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly using mathematically sound procedures

1 Point A 1-point response is only partially correct.

This response

• indicates that the student has demonstrated only a partial understanding of the mathematical concepts and/or procedures in the task

• correctly addresses some elements of the task

• may contain an incorrect solution but applies a mathematically appropriate process

• may contain correct numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts 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.


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

3 Points A 3-point response answers the question correctly.

This response

• demonstrates a thorough understanding of the mathematical concepts but may contain errors that do not detract from the demonstration of understanding

• indicates that the student has completed the task correctly, using mathematically sound procedures

2 Points A 2-point response is partially correct.

This response

• demonstrates partial understanding of the mathematical concepts and/or procedures embodied in the task

• addresses most aspects of the task, using mathematically sound procedures

• may contain an incorrect solution but provides complete procedures, reasoning, and/or explanations

• may reflect some misunderstanding of the underlying mathematical concepts and/or procedures

1 Point A 1-point response is incomplete and exhibits many flaws but is not completely incorrect.

This response

• demonstrates only a limited understanding of the mathematical concepts and/or procedures embodied in the task

• 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 numerical answer(s) but required work is not provided

0 Points A 0-point response is incorrect, irrelevant, incoherent, or contains a correct response arrived at using an obviously incorrect procedure. Although some parts 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.


Correlation Charts

Common Core Learning Standards for Grade 5 — Mathematics Standards

Ready™ New York CCLS Instruction and PracticePractice

Item NumbersInstruction Lesson(s)

Operations and Algebraic Thinking5.OA.1 Use parentheses, brackets, or braces in numerical expressions, and evaluate

expressions with these symbols. 5, 19 19

5.OA.2 Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 3 (8 1 7). Recognize that 3 3 (18932 1 921) is three times as large as 18932 1 921, without having to calculate the indicated sum or product.

58, 70 19

5.OA.3 Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consisting of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.

Tested in Grade 6 20

Number and Operations in Base Ten5.NBT.1 Recognize 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.

51 1

5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.

14, 55 2

5.NBT.3 Read, write, and compare decimals to thousandths. 43, 62 3, 4

5.NBT.3.a Read and write decimals to thousandths using base-ten numerals, number names, and expanded form, e.g., 347.392 5 3 3 100 1 4 3 10 1 7 3 1 1 3 3 1 1

··

10 2 1 9 3 1 1

···

100 2 1 2 3 1 1

····

1000 2 .

62 3

5.NBT.3.b Compare two decimals to thousandths based on meanings of the digits in each place, using ., 5, and , symbols to record the results of comparisons.

43 4

5.NBT.4 Use place value understanding to round decimals to any place. – 4

5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. 17, 47 5

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard.

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core- learning-standards-for-mathematics

The Standards for Mathematical Practice are integrated throughout the instructional lessons.





Number and Operations in Base Ten (continued)5.NBT.6 Find whole-number quotients of whole numbers with up to four-digit

dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

1, 9, 12, 67 6

5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

8, 21, 30, 31, 33, 60, 69 7, 8, 9

Number and Operations—Fractions4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with

denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3

··

10 as 30

···

100 ,

and add 3 ··

10

1 4 ···

100

5 34 ···

100

.

40 32

4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62

···

100 ; describe a length as 0.62 meters; locate 0.62 on a number

line diagram.20 33

4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols ., 5, or ,, and justify the conclusions, e.g., by using a visual model.

11 34

5.NF.1 Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. For example, 2

··

3 1 5

··

4 5 8

··

12 1 15

··

12 5 23

··

12 . (In general,

a ·

b 1 c

·

d 5 (ad 1 bc)

········

bd .)

29, 61 10

5.NF.2 Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2

··

5 1 1

··

2 5 3

··

7 , by observing that 3

··

7 , 1

··

2 .

27, 36, 50, 68 11

5.NF.3 Interpret a fraction as division of the numerator by the denominator 1 a ·

b 5 a 4 b 2 . Solve word problems involving division of whole numbers

leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3

··

4 as the result of dividing 3 by 4, noting that 3

··

4 multiplied by 4 equals

3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3

··

4 . If 9 people want to share a 50-pound sack of rice equally by

weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

6, 34, 71 12





Number and Operations—Fractions (continued)5.NF.4 Apply and extend previous understandings of multiplication to multiply a

fraction or whole number by a fraction. 3, 32, 42, 48, 64 13, 14

5.NF.4.a Interpret the product 1 a ·

b 2 3 q as a parts of a partition of q into

b equal parts; equivalently, as the result of a sequence of operations a 3 q 4 b. For example, use a visual fraction model to show 1 2

··

3 2 3 4 5 8

··

3 , and create a story context for this equation.

Do the same with 1 2 ··

3 2 3 1 4

··

5 2 5 8

··

15 . (In general, 1 a

·

b 2 3 1 c ·

d 2 5 ac

··

bd .)

42, 48 13

5.NF.4.b Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas.

3, 32, 64 14

5.NF.5 Interpret multiplication as scaling (resizing), by: 22, 25, 54 15

5.NF.5.a Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.

22, 54 15

5.NF.5.b Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a ·

b 5 (n 3 a)

······

(n 3 b) to the effect of multiplying a

·

b by 1.

25 15

5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

16, 52 16

5.NF.7 Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.

7, 13, 38, 44, 56, 57, 59 17, 18

5.NF.7.a Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for 1 1

··

3 2 4 4, and use a visual fraction model to show the quotient. Use

the relationship between multiplication and division to explain that

1 1 ··

3 2 4 4 5 1

··

12 because 1 1

··

12 2 3 4 5 1

··

3 .

38, 59 17

5.NF.7.b Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 4 1 1

··

5 2 , and use a visual fraction model to show the quotient. Use

the relationship between multiplication and division to explain that 4 4 1 1

··

5 2 5 20 because 20 3 1 1

··

5 2 5 4.

13, 57 17

5.NF.7.c Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1

··

2 lb of chocolate equally? How

many 1 ··

3 -cup servings are in 2 cups of raisins?

7, 44, 56 18





Measurement and Data4.MD.1 Know relative sizes of measurement units within one system of units

including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), . . .

35, 53 35

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

24, 45, 63 36, 37

5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems.

10, 28, 66 21, 22

5.MD.2 Make a line plot to display a data set of measurements in fractions of a unit 1 1

··

2 , 1

··

4 , 1

··

8 2 . Use operations on fractions for this grade to solve problems

involving information presented in line plots. For example, given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally.

26 23

5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. – 24

5.MD.3.a A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.

– 24

5.MD.3.b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. – 24

5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. 2 25

5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

4, 15, 23, 37, 39, 49, 72 26, 27

5.MD.5.a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication.

4, 23, 39, 49 26

5.MD.5.b Apply the formulas V 5 l 3 w 3 h and V 5 b 3 h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.

37, 72 26

5.MD.5.c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems.

15 27





Geometry5.G.1 Use a pair of perpendicular number lines, called axes, to define a coordinate

system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).


5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.


5.G.3 Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.

46, 65 31

5.G.4 Classify two-dimensional figures in a hierarchy based on properties. 18, 41 30


Practice Test

Question Key DOK Primary Standard Additional Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 1

1 B 2 5.NBT.6 4.MD.2 6

2 A 1 5.MD.4 5.MD.3.a, 5.MD.3.b, 5.MD.5.a 25

3 B 1 5.NF.4.b – 14

4 A 2 5.MD.5.a 5.MD.3.a, 5.MD.3.b, 5.MD.4 26

5 A 2 5.OA.1 – 19

6 B 2 5.NF.3 – 12

7 A 2 5.NF.7.c 5.NF.6 18

8 D 2 5.NBT.7 – 8

9 C 2 5.NBT.6 – 6

10 B 2 5.MD.1 4.MD.2 21, 22

11 D 2 4.NF.7 5.NBT.3.b 34

12 C 2 5.NBT.6 – 6

13 D 2 5.NF.7.b 5.NF.6 17

14 C 2 5.NBT.2 – 2

15 D 2 5.MD.5.c 5.MD.5.b 27

16 A 2 5.NF.6 5.NF.4.a 16

17 C 1 5.NBT.5 – 5

18 D 2 5.G.4 – 30

19 B 2 5.OA.1 – 19

20 C 2 4.NF.6 5.NBT.7 33

21 A 2 5.NBT.7 5.NF.4.b, 5.NF.6 8

22 B 2 5.NF.5.a 5.NBT.5 15

23 B 2 5.MD.5.a 5.MD.5.b 26

24 B 2 4.MD.2 5.NBT.7 36

25 A 2 5.NF.5.b – 15

26 C 2 5.MD.2 5.NF.1 23

27 A 2 5.NF.2 – 11

28 B 1 5.MD.1 5.MD.1 21, 22

29 D 1 5.NF.1 – 10

30 A 1 5.NBT.7 – 7

Book 2

31 D 1 5.NBT.7 – 7

32 D 1 5.NF.4.b – 14

33 A 1 5.NBT.7 – 7

34 A 2 5.NF.3 – 12

35 C 2 4.MD.1 5.MD.1 35

36 B 3 5.NF.2 – 11

37 B 2 5.MD.5.b 5.MD.5.a 26

Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, 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 Test (continued)

Question Key DOK Primary Standard Additional Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 2 (continued)

38 B 2 5.NF.7.a – 17

39 B 2 5.MD.5.a 5.NBT.5, 5.MD.3.b 26

40 A 1 4.NF.5 5.NF.1 32

41 D 2 5.G.4 – 30

42 C 2 5.NF.4.a – 13

43 A 2 5.NBT.3.b – 4

44 D 2 5.NF.7.c – 18

45 B 2 4.MD.2 5.NBT.7 36

46 A 2 5.G.3 – 31

47 D 2 5.NBT.5 – 5

48 C 2 5.NF.4.a – 13

49 D 2 5.MD.5.a 5.MD.3.b 25

50 C 2 5.NF.2 5.NF.1 11

51 B 2 5.NBT.1 – 1

52 B 2 5.NF.6 – 16

53 C 2 4.MD.1 4.MD.2, 5.MD.1 35

54 D 2 5.NF.5.a – 15

55 A 2 5.NBT.2 – 2

56 B 2 5.NF.7.c – 18

57 A 2 5.NF.7.b – 17

58 C 2 5.OA.2 – 19

59 D 2 5.NF.7.a – 17

60 B 1 5.NBT.7 – 9

61 D 1 5.NF.1 – 10

62 B 1 5.NBT.3.a 4.NF.5 3

Book 3

63 See Page 5 2 4.MD.2 5.NF.2, 4.MD.1, 5.MD.1 37

64 See Page 5 2 5.NF.4.b 5.NF.6 14

65 See Page 5 3 5.G.3 – 31

66 See Page 5 2 5.MD.1 4.MD.2 22

67 See Page 5 2 5.NBT.6 5.NBT.7, 4.MD.2 6

68 See Page 5 3 5.NF.2 5.NF.1 11

69 See Page 5 2 5.NBT.7 – 9

70 See Page 5 2 5.OA.2 – 19

71 See Page 5 3 5.NF.3 5.NBT.6 12

72 See Page 5 2 5.MD.5.b 5.MD.5.a 26

Built for the Common CoreBrand-new, not repurposed content guarantees students get the most rigorous instruction and practice out there.

MathematicsInstruction & Practice

Grades 3–8

English Language ArtsInstruction & Practice

Grades 3–8

ToolboxOnline Instructional Resources

Grades 3–8

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