G5 U1 Assessment Key
Grade 5 Unit 1 Assessment Place Value System
Answer Key *All answers are worth 1 point unless otherwise noted* 1.
D
2.
5.NBT.1 6.
D
D
3.
5.NBT.2 7.
5.NBT.3b 11.
B
A
8.
B
4.
5.NBT.1
5.NBT.3a 12.
B
B
A
5.
5.NBT.1 9.
5.NBT.3a 13.
B
D
5.NBT.3a 10.
5.NBT.3a 14.
C
D
C 5.NBT.1
15.
B, C
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
One or zero correct responses = 0 points
Correct response = ¼ point
Correct response = ¼ point
Correct response = ¼ point
Correct response = ¼ point
Both correct response = 1 point
5.NBT.2
5.NBT.2
5.NBT.2
5.NBT.2
16.
A, D
17.
The 5 in the tenths place is 10 times more than the 5 in the hundredths place. (Wording may vary.)
18.
a. =
19.
a. 25
b.
c. 16 d. 104
5.NBT.3b 20.
The 6 in the thousandths place is 100 times less than the 6 in the tenths place. (Wording may vary.)
One or zero correct responses = 0 points
Incorrect response = 0 points
Two or fewer correct responses = 0 points
Three or fewer correct responses = 0 points
Incorrect response = 0 points
Both correct response = 1 point
Correct response = 1 point
Three correct response = 1 point
Four correct response = 1 point
Correct response = 1 point
5.NBT.1
5.NBT.1
5.NBT.2
5.NBT.1
5.NBT.3b
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 1
21.
4 × 30 × 103 = 120,000
22.
35.452
23.
(6 x 10) + (5 x 1) +
1 1 )] + [5 × ( )] + 100 10 1 [8 × ( )] 1000 [1 × (
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
Correct response = 1 point
Correct response = 1 point
Correct response = 1 point
5.NBT.1
5.NBT.3a
5.NBT.3a
Constructed Response 24. a. Student correctly completes the table:
Thousandths
Hundredths
6 0 0 0 0
Tenths
3 6 0 0
3 6 0 0 0
.
Ones
One-thousands 3 6 0
THOUSANDTHS
Tens
3 6
ONES
Hundreds
Start 36 × 10 360 × 10 3,600 × 10 36,000 × 10 3
Ten-thousands
Hundred-thousands
THOUSANDS
Points 1
b. Student gives an accurate explanation: Sample explanation: In a place value chart, each move to the left results in the value of the number getting ten times bigger, and each move to the right results in the value getting ten times smaller. Since this problem involves multiplication, the table showed the value of 36 getting ten times bigger each move to the left until it reached a value in the hundred-thousands place. This tool is useful in this situation because it shows how the number increases as it is multiplied by 10. 5.NBT.1
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 2
1
25. a. Student provides accurate explanation: Sample explanation: The solutions for the two expressions have some similarities and differences. With both expressions I will use my knowledge of power of base ten facts as a shortcut to find the solutions. The initial quantities in each expression are the same, however one calls for division and the other calls for multiplication. The base ten with an exponent of 4 lets me know that the decimal will be moved four spaces in both. Because the first expression involves division, the decimal will be moved four spaces to the left. The second expression involves multiplication, so the decimal will be moved four spaces to the right. This difference in the direction that the decimal will be moved will make the answers very different despite the fact that both expressions contain the same numbers. b. Student gives correct answers: Expression #1: 0.056782, Expression #2: 5678200.0
1.5
0.5
5.NBT.2
26. a. Student accurately lists four numbers: Possible answers: 6.866, 6.871, 6.869, 6.873 b. Student gives explanation: To find four numbers that would round to 6.87, I first identified the place value of the number to be rounded. In this case, this is the hundredths place. This number would either be rounded up or stay the same depending on the number I chose for the thousandths place. For example, in the number 6.866, the six in the thousandths place would cause the six in the hundredths place to round up to seven, giving the answer 6.87. 5.NBT.4
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 3
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Answer Key *All answers are worth 1 point unless otherwise noted* 1.
D
2.
5.NBT.1 6.
D
D
3.
5.NBT.2 7.
5.NBT.3b 11.
B
A
8.
B
4.
5.NBT.1
5.NBT.3a 12.
B
B
A
5.
5.NBT.1 9.
5.NBT.3a 13.
B
D
5.NBT.3a 10.
5.NBT.3a 14.
C
D
C 5.NBT.1
15.
B, C
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
One or zero correct responses = 0 points
Correct response = ¼ point
Correct response = ¼ point
Correct response = ¼ point
Correct response = ¼ point
Both correct response = 1 point
5.NBT.2
5.NBT.2
5.NBT.2
5.NBT.2
16.
A, D
17.
The 5 in the tenths place is 10 times more than the 5 in the hundredths place. (Wording may vary.)
18.
a. =
19.
a. 25
b.
c. 16 d. 104
5.NBT.3b 20.
The 6 in the thousandths place is 100 times less than the 6 in the tenths place. (Wording may vary.)
One or zero correct responses = 0 points
Incorrect response = 0 points
Two or fewer correct responses = 0 points
Three or fewer correct responses = 0 points
Incorrect response = 0 points
Both correct response = 1 point
Correct response = 1 point
Three correct response = 1 point
Four correct response = 1 point
Correct response = 1 point
5.NBT.1
5.NBT.1
5.NBT.2
5.NBT.1
5.NBT.3b
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 1
21.
4 × 30 × 103 = 120,000
22.
35.452
23.
(6 x 10) + (5 x 1) +
1 1 )] + [5 × ( )] + 100 10 1 [8 × ( )] 1000 [1 × (
Incorrect response = 0 points
Incorrect response = 0 points
Incorrect response = 0 points
Correct response = 1 point
Correct response = 1 point
Correct response = 1 point
5.NBT.1
5.NBT.3a
5.NBT.3a
Constructed Response 24. a. Student correctly completes the table:
Thousandths
Hundredths
6 0 0 0 0
Tenths
3 6 0 0
3 6 0 0 0
.
Ones
One-thousands 3 6 0
THOUSANDTHS
Tens
3 6
ONES
Hundreds
Start 36 × 10 360 × 10 3,600 × 10 36,000 × 10 3
Ten-thousands
Hundred-thousands
THOUSANDS
Points 1
b. Student gives an accurate explanation: Sample explanation: In a place value chart, each move to the left results in the value of the number getting ten times bigger, and each move to the right results in the value getting ten times smaller. Since this problem involves multiplication, the table showed the value of 36 getting ten times bigger each move to the left until it reached a value in the hundred-thousands place. This tool is useful in this situation because it shows how the number increases as it is multiplied by 10. 5.NBT.1
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 2
1
25. a. Student provides accurate explanation: Sample explanation: The solutions for the two expressions have some similarities and differences. With both expressions I will use my knowledge of power of base ten facts as a shortcut to find the solutions. The initial quantities in each expression are the same, however one calls for division and the other calls for multiplication. The base ten with an exponent of 4 lets me know that the decimal will be moved four spaces in both. Because the first expression involves division, the decimal will be moved four spaces to the left. The second expression involves multiplication, so the decimal will be moved four spaces to the right. This difference in the direction that the decimal will be moved will make the answers very different despite the fact that both expressions contain the same numbers. b. Student gives correct answers: Expression #1: 0.056782, Expression #2: 5678200.0
1.5
0.5
5.NBT.2
26. a. Student accurately lists four numbers: Possible answers: 6.866, 6.871, 6.869, 6.873 b. Student gives explanation: To find four numbers that would round to 6.87, I first identified the place value of the number to be rounded. In this case, this is the hundredths place. This number would either be rounded up or stay the same depending on the number I chose for the thousandths place. For example, in the number 6.866, the six in the thousandths place would cause the six in the hundredths place to round up to seven, giving the answer 6.87. 5.NBT.4
Copyright © Swun Math Grade 5 Unit 1 Assessment (Answer Key) Page 3
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