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862 Unit 10 Progress Check 10

Input children’s data from Progress Check 10 into the Assessment Management System.

Materials � Home Link 10�10

� Assessment Handbook, pp. 126–133, 192–196, 211, and 264–267

� ruler; slate; blue and green crayons; calculator; blank paper; counters

Solve problems involving fractional parts of collections. [Number and Numeration Goal 2]

10�2, 10�4, 10�6,

10�8–10�10

5 3, 4 14

Demonstrate automaticity with multiplication facts through 10 × 10. [Operations and Computation Goal 3]

10�1–10�10 1

Use arrays, mental arithmetic, and paper-and-pencil algorithms to solve problems involving the multiplication of 2- and 3-digit numbers by a 1-digit number; describe the strategies used. [Operations and Computation Goal 4]

10�1–10�5, 10�7–10�10

6 2 6, 7 16, 17�

Use data to create a line plot. Complete a table with given data. [Data and Chance Goal 1]

10�1–10�5, 10�7–10�10

2, 3 9, 10

Find the median, mode, and mean for a set of data. Answer simple questions and draw conclusions based on data landmarks. [Data and Chance Goal 2]

10�1, 10�3, 10�6, 10�7, 10�9, 10�10

4 11, 12 15�

Measure length to the nearest 1

_ 2 inch and

1

_ 2 centimeter.

[Measurement and Reference Frames Goal 1]

10�1, 10�3, 10�5, 10�8

1 1, 3–5, 8

Use strategies to measure the perimeter of a shape. [Measurement and Reference Frames Goal 2]

10�6, 10�8, 10�9

2

Describe relationships among units of length. [Measurement and Reference Frames Goal 3]

10�1–10�5 13

ASSESSMENT ITEMSSELF ORAL/SLA OPEN

RESPONSETE WRITTEN

CONTENT ASSESSED LESSON(S)

PART BPART A

Math Boxes 10�11

Home Link 10�11: Unit 11 Family Letter

Materials � Math Journal 2, p. 266

� Math Masters, pp. 356–359

Looking Back: Cumulative AssessmentL

Looking Ahead: Preparing for Unit 11L

Objective To assess children’s progress on mathematical

content through the end of Unit 10.

Oc

Progress Check 10�

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Lesson 10�11 863

Getting Started

Math Message • Self AssessmentComplete the Self Assessment (Assessment Handbook, p. 192).

Home Link 10�10 Follow-UpBriefly review answers. Have children explain how they located the points on the map.

Name Date Time

Check one box for each skill.

LESSON

10 �11 Self Assessment Progress Check 10

1. Measure to the

nearest 1

_ 2 inch

and 1

_ 2 centimeter.

2. Make a frequency

table to show data.

3. Make a line plot to

show data.

4. Find the median,

mode, and mean for a

set of data.

5. Find fractional parts of

collections.

6. Multiply 3-digit

numbers by 1-digit

numbers.

Skills I can do this on I can do I can do this if I my own and can this on get help or look explain how to do it. my own. at an example.

192-196_EMCS_T_G3_AH_U10_577015.indd 192 2/27/11 1:38 PM

Assessment Handbook, p. 192

Assessment Master

1. Measure and label the sides 2. The perimeter of

of the polygon in centimeters. the polygon is cm.

3. Make a dot at 2 inches. Label it with the letter A.

4. Make a dot at 4 1

_ 2 inches. Label it with the letter B.

5. Make a dot at 5 1

_ 2 inches. Label it with the letter C.

Solve. Show your work.

6. 286 7. 305

× 4 × 6

Name Date Time

LESSON

10�11 Written Assessment Progress

Check 10

Part A

0 1 2 3 4 5 6inches

16

A B C

1,144 1,830

3 cm

2 cm

1 cm1 cm 2 cm1 cm

2 cm1 cm2 cm1 cm



Assessment Master

1 Looking Back: Cumulative Assessment

� Math Message Follow-Up INDEPENDENTACTIVITY

(Self Assessment, Assessment Handbook, p. 192)

The Self Assessment offers children an opportunity to reflect upon their progress.

� Oral and Slate Assessments WHOLE-CLASS ACTIVITY

Problems 1, 2, and 3 provide summative information and can be used for grading purposes. Problem 4 provides formative information that can be useful in planning future instruction.

Oral Assessment 1. Pose multiplication facts. Suggestions:

2 × 7 14 6 × 3 18 9 × 8 72

5 × 9 45 7 × 7 49 10 × 8 80

2. Pose fact extensions. Suggestions:

70 × 3 210 300 × 6 1,800

20 × 3 60 800 × 4 3,200

Slate Assessment 3. Pose problems involving fractional parts of a collection.

Children may use counters as needed. Suggestions:1 _ 2 of 40 20 3 _ 4 of 16 12 2 _ 3 of 15 10

1 _ 4 of 16 4 2 _ 3 of 12 8

4. Tell fraction stories. Children may use counters as needed. Suggestions:

● Marcia had 36 dimes. She lost 2 _ 9 of them. How many did she lose? 8 How much money did she have left? $2.80

● Jeremy had 28 marbles. He gave 1 _ 2 of them to Marcy and 1 _ 4 of them to Rick. How many marbles did he have left? 7

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864 Unit 10 Progress Check 10

Name Date Time

Written Assessment continued LESSON

10�11

8. Measure the line segment to the nearest 1

_ 2 inch.

about in.

9. The children in Mr. Barrie’s

class had the following scores

on a spelling test. Show these

scores in a frequency table.

Spelling Test Scores

85 95 90 100 70

95 100 75 85 85

90 75 95 100 90

85 95 85 90 100

95 75 85 95 95

10. Make a line plot to show the spelling test data from the

frequency table.

70 75 80 85 90 95 100

Nu

mb

er

of

Ch

ildre

n

Spelling Test Scores

Spelling Test Scores inMr. Barrie’s Class

Scores Frequency

Tallies Number

70 75 80

85

90 95 100 Total

11. The median test score is .

12. The mode of

the test scores is .

5

90

95

/ 1

/// 3

0

////\ / 6

//// 4

////\ // 7

//// 4 25

x xxx

xxxxxx

xxxx

xxxxxxx

xxxx



Assessment Masterpy

gg

p

14. Color 1

_ 4 of the marbles blue. Color

2

_ 3 of the marbles green.

Name Date Time

Written Assessment continued LESSON

10�11

15. Look at the Litter Sizes table. Figure out

the mean (average) number of puppies.

Use your calculator to help you.

The mean number of puppies is .

Solve. Show your work.

16. 29 17. 42

× 34 × 56

Part B

Litter Sizes

Dog’s Name

Number of Puppies

Fifi 6

Spot 3

Duchess 5

Honey 5

Rover 7

Daisy 4

13. Fill in the blanks.

inches = 4 feet 1 1

_ 2 feet = inches

2 yards = feet inches = 2 yards

Write a fraction that shows

the number of marbles not colored.

2,352986

5

486 72

18

1 __ 12

BBB

GGG

GGG

GG



Assessment Master

� Written Assessment INDEPENDENTACTIVITY

(Assessment Handbook, pp. 193–195)

Part A Recognizing Student AchievementProblems 1 through 14 provide summative information and may be used for grading purposes.

Problem(s) Description

1 Measure the sides of a rectangle in centimeters.

2 Calculate the perimeter of a shape.

3–5 Label points on a ruler.

6, 7 Use strategies to solve problems involving the multiplication of 3-digit numbers by 1-digit numbers.

8 Measure a line segment to the nearest 1 _ 2 inch.

9, 10 Use data to complete a frequency table and create a line plot.

11, 12 Find the median and mode of a data set.

13 Describe the relationships among units of length.

14 Solve problems involving fractional parts of a collection.

Part B Informing InstructionProblems 15 through 17 provide formative information that can be useful in planning future instruction.

Problem(s) Description

15 Find the mean of a data set.

16, 17 Use strategies to solve problems involving the multiplication of 2-digit numbers by 2-digit numbers.

Use the checklists on pages 265 and 267 of the Assessment Handbook to record results. Then input the data into the Assessment Management System to keep an ongoing record of children’s progress toward Grade-Level Goals.

▶ Open Response INDEPENDENTACTIVITY

(Assessment Handbook, p. 196)

Writing About A Top DogThe open-response item requires children to apply skills and concepts from Unit 10 to solve a multistep problem. See the Assessment Handbook, pages 130–133, for rubrics and children’s work samples for this problem.

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Lesson 10�11 865

LESSON

10�11 Open Response Progress Check 10

Name Date Time

The Daily News has an article

about “Top Dogs” in the same

space each week. Last week’s

article is at the right.

Jenny wanted to write an article

about her “Top Dog” Magic. Jenny

needed to know how many words

she should write.

She did not want to count all of

the words. She used the mean

number of words from the first

3 lines of the article to make her

estimate.

Use Jenny’s strategy to make an

estimate for the total number of

words in all 15 lines.

Show all of your work.

Describe each step.

Do you think that Jenny’s strategy is a good one? Explain.

Writing about a Top Dog

This Week’s Top Dog—Leif the LabJim was hurt badly when his car crashed 4 years ago.

He could not walk and he lost his ability to

remember many things. He would not talk to anyone,

even family and friends. He became sad and felt like

he had no future. Soon, his wife and two children were

angry with him. Then one day, he met Leif, a golden

Labrador, who changed his life. Leif became a

constant companion. He is able to help Jim with over

one hundred tasks that Jim finds difficult. Leif can get

laundry out of the washing machine, call the elevator,

pick up items in the supermarket, and even hand over

the payment at the supermarket checkout. Leif has

saved Jim’s life many times, because he always

reminds Jim to look before crossing the street. Since

Leif came along, Jim is a new man!



Assessment Master

5. 10 marbles in a jar. 100 random draws. You get:

� a black marble 32 times.

� a white marble 68 times.

How many marbles of each kind do you think are in the jar?

3 black marbles

7 white marbles

3.

Which month has the highest average temperature?

July

Date Time

2. It is 7:45 A.M. Draw the hour and minute hands to show the time 15 minutes earlier. What time does the

clock show now? 7:30 A.M.

4. Design a spinner that is as likely to land on blue as on yellow.

6.

Which states have the same record high temperature?

AK and HI

1. What is the mode of the test scores for the class? %90

Math BoxesLESSON

10 �11

93

86 87

81

90

12 12

3

4567

8

9

1011

Average Monthly Temperature

in Chicago

Apr May Jun Jul Aug Sep40

50

60

70

80

Tem

pera

ture

(°F)

blue

blueyellow

yellow

AK CA FL HI TX

8090

100110120130140

Record High Temperature

for Five States

Tem

pera

ture

(°F)

Sample answer:

Test Number of Score Children

100% /// 95% ////\ 90% ////\ /// 85% ////

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Math Journal 2, p. 266

Student Page

Unit 11: Family LetterHOME LINK

10�11

Name Date Time

Probability; Year-Long Projects, RevisitedIn this year’s final unit, children will have the opportunity to bring closure to the yearlong

data-collection projects about lengths of days and temperature changes. They will look at

patterns in data and draw conclusions.

Unit 11 also contains informal spinner activities relating to chance and probability.

Some of these activities call for children to compare the likelihood of several possible outcomes of an event: why one thing is more likely to happen than another. For example, children will make predictions about where a paper clip on a spinner is more likely to land when the spinner is divided into unequal parts.

Other activities ask children to estimate the chance that something will happen. For example, children design a spinner so that a paper clip is twice as likely to land on one color as another.

Please keep this Family Letter for reference as your child works through Unit 11.

blue

greenyellow

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Math Masters, pp. 356–359

Home Link Masters

2 Looking Ahead: Preparing for Unit 11

� Math Boxes 10�11 INDEPENDENTACTIVITY

(Math Journal 2, p. 266)

Mixed Practice This Math Boxes page previews Unit 11 content.

� Home Link 10�11: INDEPENDENTACTIVITY

Unit 11 Family Letter(Math Masters, pp. 356–359)

Home Connection The Unit 11 Family Letter provides parents and guardians with information and activities related to Unit 11 topics.

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