G5 U9 Constructed Response
Name: ________________________________________ Date:_______________
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 1: Multi-Step Length and Weight Word Problems (MC: 5.MD.1; MP: 1, 2, 4, 6, 7, 8) 1. The PTA organized a jog-a-thon to raise money to purchase computers for students. Mrs. Johnson promised each of her neighbors’ children a different amount of money for every meter they jogged. a. Now that the jog-a-thon is over, calculate how much money each child earned for the school. Child
Money per Meter
Distance Jogged
Stephanie
$0.10
.25 km
Lorin
$0.05
33,000 cm
Ethan
$0.20
165,000 mm
Zachary
$0.25
.05 km
Money Earned
b. How many more centimeters would Zachary need to run to earn as much money as Stephanie?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 1
2. The bumper-to-bumper length of several cars is listed in inches in the table. Use fractions to convert inches to feet. Car Car A Car B Car C Car D Car E Car F Car G
Length (inches) 224 204 186 160 165 174 172
a. Which two cars would measure exactly 11 yards long if parked with their bumpers touching?
b. Which three cars would measure exactly 47 feet long if parked with their bumpers touching?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 2
3. The table gives the average weight of one piece of fruit and its price per pound. Fruit Apple Mandarin Orange Pear
Average Weight of One Fruit (oz) 4 ounces 3 ounces 6 ounces
Price per Pound $1.35 $1.60 $0.95
a. What would be the price of 12 mandarin oranges?
b. How many apples can be purchased with $5.40?
c. What would it cost for eight pears and eight mandarin oranges?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 3
Name: ________________________________________ Date:_______________
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 2: Multi-Step Volume and Time Word Problems (MC: 5.MD.1; MP: 1, 2, 3, 4, 6, 7, 8) 4. Steve found this party punch recipe online and plans to make it for his daughter’s birthday celebration. a. How much punch does this recipe make in gallons? Show your work.
Party Punch 5 cups of water 48 fl oz of pineapple juice 2 3
cup of lemon juice
1 quart of orange juice 1 2 1 3
b. Steve has quart-size containers for refrigerating the punch. How many will he need? Show your work.
gallon of lemon-lime soda cup of grenadine
Mix all of the ingredients together in a large bowl or pot. Chill at least 6 hours or overnight. Serve over ice.
c. If a serving of punch is 4 fluid ounces, how many servings does this recipe make? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 4
5. The party punch was such a success at his daughter’s birthday party, Steve thought it would be a good drink to sell as a fundraiser at the Spring Fair at her school. He decided to quadruple the recipe (HINT: Multiply your answer to Question 4 Part A by four.) a. After he makes the punch, how many half-gallon jugs does Steve need to transport it from his house to the Spring Fair? Show your work.
b. How many 6 fl oz servings does Steve have? Show your work.
c. Steve spent $15.75 to buy the ingredients for the punch. If he sells all of the punch in 6 fl oz servings for $0.75, how much profit would he donate to the school? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 5
6. Barry went to the local amusement park with his family. Each attraction is 5 minutes long, and he estimates that it will take him 5 minutes to walk from one place in the park to the next. An app for his smartphone listed the times he would have to wait for the most popular attractions. Attraction Quirky Corkscrew Slimy Slide Rapid Rapids Crooner’s Cruise Sideways Slick Peninsula Push Gritty Gulch
Wait Time in Line 9 minutes 26 minutes 12 minutes 8 minutes 41 minutes 16 minutes 29 minutes
a. The time is 11:45 a.m. and Barry is next in line for a ride. He promised his parents he’d meet them for lunch at exactly 12:45 p.m. Including the time it takes to ride this attraction and to get from one place to the next, list two possible combinations of different rides Barry could enjoy before arriving on time to have lunch with his parents. Explain your thinking.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 6
b. After lunch, Barry promised his parents he would meet them at Crazy Cornucopia at 3:15 p.m. After getting in the line at Gritty Gulch at 1:15 p.m., Barry checked his smartphone and none of the wait times had changed. After riding Gritty Gulch, he wanted to ride Slimy Slide and Sideways Slick. He thought he would be on time to meet his parents at 3:15. Is Barry correct? Remember, it takes 5 minutes to ride each attraction and 5 minutes to get to the next attraction. Explain how you found your answer.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 7
Name: ________________________________________ Date:_______________
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 3: Multi-Step Word Problems with Line Plots (MC: 5.MD.2; MP: 1, 2, 3, 4, 6, 7, 8) 7. Joanne is using leftover broken tile pieces to make a mosaic for her garden. The line plot shows the length of the straight edge of the green tiles she wants to use along the border of her mosaic. X X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1
1
3
1
5
3
7
8
4
8
2
8
4
8
1
Length of Green Tile Pieces (feet) 5
a. How much longer is Joan’s collection of tile pieces that are of a foot long 3
8
than the collection of pieces that are of a foot long? Show your work. 4
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 8
b. Joanne will line up 3 feet of broken tile pieces along the top border of a piece of wood. Each piece of tile will touch the pieces next to it. Give three combinations of tile lengths she could use for the top border of her mosaic. Remember, each piece may only be used once.
c. After she uses 3 feet of tiles for the top border (Part B), what is the total length of the remaining tiles? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 9
8. After students had completed their science experiment, Mr. Cady had 20 beakers with different amounts of white vinegar. The volume of the containers is listed here in mL. 3 4 1 2 8 2
1 4 7 2 8 2
1 2 7 2 8 2
5 8 3 2 4 2
7 8 7 2 8 2
3 8 5 2 8 2
3 4 3 2 8 2
3 8 1 2 8 2
2
5 8
3
1 8 1 2 8 2
a. Create a line plot to represent this data.
b. Mr. Cady estimated there would be about 50 mL of white vinegar left after the experiment. Was he correct?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 10
c. Mr. Cady wants to store the leftover white vinegar equally in three larger containers to use with his next class. How much white vinegar will go into each of the containers?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 11
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 1: Multi-Step Length and Weight Word Problems (MC: 5.MD.1; MP: 1, 2, 4, 6, 7, 8) 1. The PTA organized a jog-a-thon to raise money to purchase computers for students. Mrs. Johnson promised each of her neighbors’ children a different amount of money for every meter they jogged. a. Now that the jog-a-thon is over, calculate how much money each child earned for the school. Child
Money per Meter
Distance Jogged
Stephanie
$0.10
.25 km
Lorin
$0.05
33,000 cm
Ethan
$0.20
165,000 mm
Zachary
$0.25
.05 km
Money Earned
b. How many more centimeters would Zachary need to run to earn as much money as Stephanie?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 1
2. The bumper-to-bumper length of several cars is listed in inches in the table. Use fractions to convert inches to feet. Car Car A Car B Car C Car D Car E Car F Car G
Length (inches) 224 204 186 160 165 174 172
a. Which two cars would measure exactly 11 yards long if parked with their bumpers touching?
b. Which three cars would measure exactly 47 feet long if parked with their bumpers touching?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 2
3. The table gives the average weight of one piece of fruit and its price per pound. Fruit Apple Mandarin Orange Pear
Average Weight of One Fruit (oz) 4 ounces 3 ounces 6 ounces
Price per Pound $1.35 $1.60 $0.95
a. What would be the price of 12 mandarin oranges?
b. How many apples can be purchased with $5.40?
c. What would it cost for eight pears and eight mandarin oranges?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 1, Page 3
Name: ________________________________________ Date:_______________
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 2: Multi-Step Volume and Time Word Problems (MC: 5.MD.1; MP: 1, 2, 3, 4, 6, 7, 8) 4. Steve found this party punch recipe online and plans to make it for his daughter’s birthday celebration. a. How much punch does this recipe make in gallons? Show your work.
Party Punch 5 cups of water 48 fl oz of pineapple juice 2 3
cup of lemon juice
1 quart of orange juice 1 2 1 3
b. Steve has quart-size containers for refrigerating the punch. How many will he need? Show your work.
gallon of lemon-lime soda cup of grenadine
Mix all of the ingredients together in a large bowl or pot. Chill at least 6 hours or overnight. Serve over ice.
c. If a serving of punch is 4 fluid ounces, how many servings does this recipe make? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 4
5. The party punch was such a success at his daughter’s birthday party, Steve thought it would be a good drink to sell as a fundraiser at the Spring Fair at her school. He decided to quadruple the recipe (HINT: Multiply your answer to Question 4 Part A by four.) a. After he makes the punch, how many half-gallon jugs does Steve need to transport it from his house to the Spring Fair? Show your work.
b. How many 6 fl oz servings does Steve have? Show your work.
c. Steve spent $15.75 to buy the ingredients for the punch. If he sells all of the punch in 6 fl oz servings for $0.75, how much profit would he donate to the school? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 5
6. Barry went to the local amusement park with his family. Each attraction is 5 minutes long, and he estimates that it will take him 5 minutes to walk from one place in the park to the next. An app for his smartphone listed the times he would have to wait for the most popular attractions. Attraction Quirky Corkscrew Slimy Slide Rapid Rapids Crooner’s Cruise Sideways Slick Peninsula Push Gritty Gulch
Wait Time in Line 9 minutes 26 minutes 12 minutes 8 minutes 41 minutes 16 minutes 29 minutes
a. The time is 11:45 a.m. and Barry is next in line for a ride. He promised his parents he’d meet them for lunch at exactly 12:45 p.m. Including the time it takes to ride this attraction and to get from one place to the next, list two possible combinations of different rides Barry could enjoy before arriving on time to have lunch with his parents. Explain your thinking.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 6
b. After lunch, Barry promised his parents he would meet them at Crazy Cornucopia at 3:15 p.m. After getting in the line at Gritty Gulch at 1:15 p.m., Barry checked his smartphone and none of the wait times had changed. After riding Gritty Gulch, he wanted to ride Slimy Slide and Sideways Slick. He thought he would be on time to meet his parents at 3:15. Is Barry correct? Remember, it takes 5 minutes to ride each attraction and 5 minutes to get to the next attraction. Explain how you found your answer.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 2, Page 7
Name: ________________________________________ Date:_______________
Grade 5 Unit 9 Constructed Response Measurement and Data TASK 3: Multi-Step Word Problems with Line Plots (MC: 5.MD.2; MP: 1, 2, 3, 4, 6, 7, 8) 7. Joanne is using leftover broken tile pieces to make a mosaic for her garden. The line plot shows the length of the straight edge of the green tiles she wants to use along the border of her mosaic. X X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1
1
3
1
5
3
7
8
4
8
2
8
4
8
1
Length of Green Tile Pieces (feet) 5
a. How much longer is Joan’s collection of tile pieces that are of a foot long 3
8
than the collection of pieces that are of a foot long? Show your work. 4
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 8
b. Joanne will line up 3 feet of broken tile pieces along the top border of a piece of wood. Each piece of tile will touch the pieces next to it. Give three combinations of tile lengths she could use for the top border of her mosaic. Remember, each piece may only be used once.
c. After she uses 3 feet of tiles for the top border (Part B), what is the total length of the remaining tiles? Show your work.
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 9
8. After students had completed their science experiment, Mr. Cady had 20 beakers with different amounts of white vinegar. The volume of the containers is listed here in mL. 3 4 1 2 8 2
1 4 7 2 8 2
1 2 7 2 8 2
5 8 3 2 4 2
7 8 7 2 8 2
3 8 5 2 8 2
3 4 3 2 8 2
3 8 1 2 8 2
2
5 8
3
1 8 1 2 8 2
a. Create a line plot to represent this data.
b. Mr. Cady estimated there would be about 50 mL of white vinegar left after the experiment. Was he correct?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 10
c. Mr. Cady wants to store the leftover white vinegar equally in three larger containers to use with his next class. How much white vinegar will go into each of the containers?
Copyright © Swun Math Grade 5 Unit 9 Constructed Response, Task 3, Page 11
