Bellwork California Standards Assessments Mathematics Level 3
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Transcript of Bellwork California Standards Assessments Mathematics Level 3
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7/29/2019 Bellwork California Standards Assessments Mathematics Level 3
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7/29/2019 Bellwork California Standards Assessments Mathematics Level 3
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Author
Lauren Rips
Editorial Consultants:
Michelle N. Barnett
Kent A. De Pue
Erica Kaiser
Margaret Kinney
Gary W. Lovett
Illustrators:
Jos L. de la Rosa
Carrie HerschBrenda Morales
Copyright 2009 Bellwork Enterprises, Inc.
All rights reserved. No part of this publication may be reproduced, in any form or by
any means, without prior permission in writing from the publisher. The reproduction of
any part for an individual, classroom, school, or school system is strictly prohibited.
Bellwork is a registered trademark of Bellwork Enterprises, Inc.
Bellwork
921 Mariner Street
Brea, CA 92821-3827
Printed in the U.S.A. (08/11)
ISBN 978-1-934930-08-3
(800) 782-8869
Fax (714) 482-2379
www.bellwork.com
BELLWORK Enterprises DO NOT DUPLICATE
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Table of Contents
Mathematics Assessments
Count, read, and write whole numbers to 10,000 - N1.1 ........................................................... 1
Compare and order whole numbers to 10,000 - N1.2 ............................................................... 5
Identifying the place value for each digit up to 10,000 - N1.3 ................................................... 9
Rounding numbers to the nearest ten, hundred, and thousand - N1.4 ..................................13
Using expanded notation - N1.5 ............................................................................................... 17
Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................... 21
Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ......................... 25
Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................... 29
Using the inverse relationship of multiplication and division - N2.3 ..................................... 33
Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 .......... 37
Solving division problems of a multidigit number by a one-digit number - N2.5 .................. 41Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ......... 45
Determining unit cost - N2.7 .................................................................................................... 49
Solving problems involving multiple skills - N2.8 .................................................................... 53
Comparing fractions represented by drawings to show equivalency and
to add and subtract simple fractions - N3.1 ....................................................................... 57
Adding and subtracting simple fractions - N3.2 ....................................................................... 61
Solving problems with money amounts in decimal notation
(whole-number multipliers and divisors) - N3.3 ................................................................ 65
Knowing the equivalencies of fractions and decimals - N3.4 .................................................. 69
Representing quantities as expressions, equations, or inequalities - A1.1 .............................. 73
Solving problems involving numeric equations or inequalities - A1.2 .................................... 77
Selecting appropriate operational and relational symbols - A1.3 ............................................ 81
Expressing and carrying out simple unit conversions - A1.4, M1.4 ........................................85
Recognizing and using the commutative and associative properties
of multiplication - A1.5 ........................................................................................................ 89
Solving simple problems involving a functional relationship between
two quantities - A2.1 ............................................................................................................ 93
Extending and recognizing a linear pattern by its rules - A2.2 ................................................ 97
Measuring the length and comparing the mass of objects - M1.1 ......................................... 101
Determining area and volume - M1.2 ..................................................................................... 105
Finding the perimeter of a polygon with integer sides - M1.3 ..............................................109
Identify, describe, and classify polygons - M2.1 ..................................................................... 113
Identify attributes of triangles and quadrilaterals - M2.2, M2.3 ............................................ 117
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5
2 6
3 7
4 8
1
Name _______________________________________
37
How much is eight times six hundred
fifty-four?
F 5,236
G 5,032
H 5,232
J 5,152
How much is seven times seven hundred
sixty-two?
F 4,924
G 5,334
H 5,424
J 4,934
Eight students are sitting at each lunch
bench. There are 16 benches. How manystudents are sitting on the lunch benches?
A 2
B 32
C 122
D 128
Twelve birds were sitting on each fence.
There were 6 fences. How many birds weresitting on the fences?
F 2
G 18
H 68
J 72
There are 321 students making 4 bookmarks
each for a school fundraiser. How manybookmarks will they make altogether?
A 12,084
B 325
C 1,284
D 204
There are 250 pieces of candy in each of the
6 bins. How many pieces of candy are therealtogether?
F 256
G 1,200
H 1,250
J 1,500
Mathematics Assessment 3 Category: Number SenseSkill: Solving multiplication problems ofmultidigit numbers by one-digit numbersStandard: N2.4
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A 14,927
B 17,947
C 15,627
D 17,927
2,561
7
A 25,182
B 25,189
C 24,653
D 25,082
4,1976
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Score:
California Mathematics Content Standard: N2.4
______
10
Solve the problem below. Show your work.
Solve the problem below. Show your work.
= ______%
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7,653
4
851
9
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5
2 6
3 7
4 8
1
Name _______________________________________
53
Morgan had $10.00. She bought a pack of
gum for $2.00 and a soda for $3.00. Howmuch money did she have left?
A $5.00
B $7.00
C $8.00
D $15.00
Carlos picked 10 oranges. He ate 1. Then
he picked 5 more. How many oranges doesCarlos have now?
F 9 oranges
G 14 oranges
H 15 oranges
J 16 oranges
At the market, frozen fruit bars cost $4.50
for a box of 9. Ice-cream bars cost 75 centseach. Would you be able to buy more
frozen fruit bars or ice-cream bars foryour money?
A frozen fruit bars
B ice-cream bars
8 dogs were playing at the dog park. 4 dogs
went home, but 2 new dogs came. Howmany dogs are at the dog park now?
F 2 dogs
G 4 dogs
H 6 dogs
J 14 dogs
Twelve fish were swimming upstream. On
the way, they each ate three bugs. Twomore fish came and ate two bugs each.How many bugs were eaten altogether?
A 32 bugs
B 36 bugs
C 40 bugs
D 42 bugs
Luisa had $20.00. She bought a sandwich
for $4.00, a bag of chips for $1.00, and amilk for $2.00. How much money did shehave left?
F $7.00
G $4.00
H $16.00
J $13.00
Mrs. Neumann had 9 sharpened pencils
in a jar. 3 of them broke, so she put in5 new sharpened pencils. Then Addisonborrowed 1. How many sharpened pencilsare in Mrs. Neumanns jar now?
A 15 pencils
B 12 pencils
C 10 pencils
D 8 pencils
At the pet store, a bag of 10 crickets costs
$3.00 or you can buy each cricket for 50cents. To get more for your money, shouldyou buy a bag of 10 or 10 individually?
F bag of 10
G 10 individually
Mathematics Assessment 3 Category: Number SenseSkill: Solving problems involving multipleskillsStandard: N2.8
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Score:
California Mathematics Content Standard: N2.8
______
10
Solve the problem below.
Take 5, add 5, subtract 2, subtract 4, multiply by 1. What is the answer?
Solve the problem below.
Take 10, subtract 6, add 4, multiply by 2. What is the answer?
= ______%
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Name _______________________________________
Mathematics Assessment 3 Category: Algebra and FunctionsSkill: Solving problems involving numericequations or inequalitiesStandard: A1.2
5
2 6
3 7
4 8
1
77
2 + 7 = 3
A 6
B 5
C 4
D 3
8 2 > 4
F 3
G 4
H 5
J 6
12 < 5 + 1
A 4
B 5
C 3
D 7
14 7 = + 2
F 1
G 0
H 2
J 7
4 + 6 = 2
A 8
B 10
C 12
D 14
6 + < 9 1
F 2
G 3
H 4
J 5
21 3 = 6 +
A 0
B 1
C 2
D 3
5
5 > 8
F 3
G 4
H 5
J 6
Fill in the bubble next to the number that makes each number sentence true.
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Score:
California Mathematics Content Standard: A1.2
______
10
Write a number sentence with both sides equal to one another.
Write a number sentence where one side is greater than the other.
= ______%
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5
2 6
3 7
4 8
1
Name _______________________________________
87
Which of the following is used to find out
how many feet are in 48 inches?
A 48 12
B 48 12
C 48 + 12
D 48 12
Which of the following is used to find out
how many cups are in 4 quarts?
F 4 4
G 4 + 4
H 4 4
J 4 4
If Owen threw the baseball 90 feet, how
many yards did he throw the ball?
A 15 yards
B 30 yards
C 45 yards
D 270 yards
If Sadira is 9 years old, how many months
old is she?
F 84 months
G 96 months
H 108 months
J 120 months
Which of the following is used to find out
how many pounds are in 80 ounces?
A 80 16
B 80 16
C 80 16
D 80 + 16
Which of the following is used to find out
how many inches are in 3 feet?
F 12 + 3
G 12 3
H 12 3
J 12 3
There are 1,000 liters in 1 kiloliter. How
many liters are in 2 kiloliters?
A 500 liters
B 2,000 liters
C 200 liters
D 1,000 liters
There are 1,000 millimeters in 1 meter.
How many millimeters are in 5 meters?
F 5,000 millimeters
G 500 millimeters
H 50,000 millimeters
J 50 millimeters
Mathematics Assessment 3 Category: Algebra and Functions/Measurement and GeometrySkill: Expressing and carrying out simpleunit conversionsStandards: A1.4, M1.4
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Score:
California Mathematics Content Standards: A1.4, M1.4
______
10
If Aris parrot is 7 years old, how many months old is he? Show your work.
The slide below is 6 feet long. How many inches long is it? Show your work.
= ______%
6 ft
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31
Name _______________________________________
111
Mathematics Assessment 3 Category: Measurement and GeometrySkill: Finding the perimeter of a polygon withinteger sidesStandard: M1.3
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4
What is the perimeter of the figure below?
A 25 cm
B 22 cm
C 26 cm
D 23 cm
Look at the polygon below.
What is the perimeter of the polygon?
F 28 in.
G 30 in.
H 26 in.
J 32 in.
Each side of this hexagon is 3 centimeters
long.
What is the perimeter, in centimeters, of the
hexagon?
A 12 centimeters
B 18 centimeters
C 21 centimeters
D 15 centimeters
Each side of this square is 5 inches long.
What is the perimeter, in inches, of thesquare?
F 5 inches
G 10 inches
H 15 inches
J 20 inches
2
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Score:
California Mathematics Content Standard: M1.3
______
6
= ______%
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5
6
A handball court is shaped like a rectangle; 12 feet long and 8 feet wide. What is the perimeter, in
feet, of the court?
The pool is shaped like a square; 35 feet long on each side. What is the perimeter, in feet, of the pool?
feet
feet
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Author
Lauren Rips
Editorial Consultants:
Michelle N. Barnett
Kent A. De Pue
Erica Kaiser
Margaret Kinney
Gary W. Lovett
Illustrators:
Jos L. de la Rosa
Carrie HerschBrenda Morales
Copyright 2009 Bellwork Enterprises, Inc.
All rights reserved. No part of this publication may be reproduced, in any form or by
any means, without prior permission in writing from the publisher. The reproduction of
any part for an individual, classroom, school, or school system is strictly prohibited.
Bellwork is a registered trademark of Bellwork Enterprises, Inc.
Bellwork
921 Mariner Street
Brea, CA 92821-3827
Printed in the U.S.A. (09/11)
ISBN 978-1-934930-14-4
(800) 782-8869
Fax (714) 482-2379
www.bellwork.com
BELLWORK Enterprises
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BELLWORK Enterprises
Table of Contents
Introduction and Objectives ..................................................................................................... I
Organization of the Student Assessments ............................................................................ I
Organization of the Teachers Guide ................................................................................... II
Summative v. Formative and Assessments as Intervention........................................... II
California Content Standards Single Letter Designations ........................................... II
Mathematics Assessments
Count, read, and write whole numbers to 10,000 - N1.1 ....................................................... A1
Compare and order whole numbers to 10,000 - N1.2 ............................................................ A5Identifying the place value for each digit up to 10,000 - N1.3 ............................................... A9
Rounding numbers to the nearest ten, hundred, and thousand - N1.4 ...............................A13
Using expanded notation - N1.5 ............................................................................................ A17
Finding the sum of two whole numbers between 0 and 10,000 - N2.1 ................................ A21
Finding the difference of two whole numbers between 0 and 10,000 - N2.1 ...................... A25
Knowing the multiplication table for numbers between 1 and 10 - N2.2 ............................ A29
Using the inverse relationship of multiplication and division - N2.3 .................................. A33
Solving multiplication problems of multidigit numbers by one-digit numbers - N2.4 ....... A37
Solving division problems of a multidigit number by a one-digit number - N2.5 ...............A41
Understanding the special properties of 0 and 1 in multiplication and division - N2.6 ...... A45
Determining unit cost - N2.7 ................................................................................................. A49
Solving problems involving multiple skills - N2.8 ................................................................. A53
Comparing fractions represented by drawings to show equivalency and
to add and subtract simple fractions - N3.1 .................................................................... A57
Adding and subtracting simple fractions - N3.2 .................................................................... A61
Solving problems with money amounts in decimal notation
(whole-number multipliers and divisors) - N3.3 ............................................................. A65Knowing the equivalencies of fractions and decimals - N3.4 ............................................... A69
Representing quantities as expressions, equations, or inequalities - A1.1 ........................... A73
Solving problems involving numeric equations or inequalities - A1.2 ................................. A77
Selecting appropriate operational and relational symbols - A1.3 ......................................... A81
Expressing and carrying out simple unit conversions - A1.4, M1.4 .....................................A85
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4
2
5
1
Name _______________________________________
A35
Mathematics Assessment 3 Category: Number SenseSkill: Using the inverse relationship ofmultiplication and divisionStandard: N2.3
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Talia did this multiplication problem.
14 27 = 378
Which problem could she do to check her
answer?
A 378 + 27 =
B 378 27 =
C 378 27 =
378 27 =
Petro did this division problem.
589 19 = 31
Which problem could he do to check his
answer?
F 31 + 19 =
G 31 19 =
31 19 =
J 31 19 =
The figure below is a model for the
multiplication sentence:
5 4 = 20
Which division sentence is modeled by the
same figure?
F 16 4 = 4
20 4 = 5
H 25 5 = 5
J 20 10 = 2
Liam and Samantha each used a different
number sentence to solve the same problem.
Liam used this number sentence:
21 6 = 126
Which of the following number sentences
could Samantha have used to check Liams
answer?
A 21 + 6 = 27
B 126 21 = 105
126 6 = 21
D 126 + 21 = 147
3 If Kano multiplied 7 times 102 and got 714,which problem could he do to check his
answer?
A 714 7 =
714 7 =
C 102 7 =
D 102 714 =
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6
7
Score:
California Mathematics Content Standard: N2.3
______
7
Use the inverse relationship to check the answer for this multiplication problem: 4 152 = 608Show your work.
Use the inverse relationship to check the answer for this division problem: 216 8 = 26Show your work.
= ______%
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Is this problem correct?
Is this problem correct? No
Yes
2682 0 8+
)152
6084
2 02 00 880
4
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Name _______________________________________
A57
Mathematics Assessment 3 Category: Number SenseSkill: Comparing fractions represented bydrawings to show equivalency and to addand subtract simple fractionsStandard: N3.1
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3
2 4
1 The square shows shaded.
The circle shows shaded.
What number goes in the box to make this
number sentence true?
A C
B
What number goes in the box to make this
number sentence true?
Use the figure below to help you solve the
problem.
H
G J or 1
+
3
5
1
5=
2
5
4
10
2
10
4
5
+
2
3
1
3
1
3
3
6
1
2
3
3
=
Which fractional part of a square below is
equal to ?
1
2
1
2
A
B
C
2
3
F
G
J
Which fractional part of a circle below is
equal to ?2
3
=1
2
=
1
4
=6
8
=
3
8
=2
4
=
6
8
=3
8
=
4
6
=3
6
=2
3
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Score:
California Mathematics Content Standard: N3.1
______
6
= ______%
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5
6
Shade each square to show equivalent fractions.
Shade the figure below to show + , then write the sum as a fraction.1
5
2
5
3
4
6
8
=
=
3
5
any 3 shaded any 6 shaded
any 3 shaded
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Name _______________________________________
A63
Mathematics Assessment 3 Category: Number SenseSkill: Adding and subtracting simplefractionsStandard: N3.2
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4
5
2
6
7
1 What is the value of ?
H
G J
What is the value of ?
A C
B
What is the value of ?
F H
J
What is the value of ?
A C
D
3
10
4
10+
8
9
3
9
5
6
3
6
4
8
+2
8
7
10
1
10
7
20
3
5
11
9
5
18
11
18
8
6
2
6
2
12
2
8
6
8
6
16
8
8
1
6
5
9
The three heroes who pulled a trapped
farmer from a burning barn divided thereward money into fourths. Robyn gave
her of the reward money to her church.
Scott gave his of the reward money to a
charity. Kim gave her of the reward
money to a homeless person. How much
of the reward money did they give away?
A
B D
A pizza was divided into eighths. Belinda
ate of the pizza. Carlos ate of the pizza.
Ty ate of the pizza. How much of the
pizza was left?
H
G J
1
41
4
14
2
4
34
4
4
1
8
2
82
8
3
8
5
8
4
8
2
8
Marinas parents brought an apple pie to a
family picnic. They divided the apple pie
into sevenths. Marina ate of the pie. Her
dad ate of the pie. How much of the piedid Marina and her dad eat altogether?
A
B D
1
7
3
1
7
2
7
3
7
4
7
2
7
1
4
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Score:
California Mathematics Content Standard: N3.2
______
9
= ______%
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8
9
What is the value of ? Shade in the figures below to help you solve the problem.
What is the value of ? Shade in the figures below to help you solve the problem.
2
5
2
5+
1
2
1
4+
+
+
=
=
45
34
any 2 shaded any 4 shaded
any 2 shaded
any 2 shaded any 3 shaded
any 1 shaded
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4
2 5
3 6
1
Name _______________________________________
A105
What is the area of the rectangle below?
What is the volume of the solid figure below
made with cubes?
What is the volume of the solid figure below
made with cubes?
What is the area of the square below?
What is the volume of the solid figure below
made with cubes?
What is the volume of the solid figure below
made with cubes?
Mathematics Assessment 3 Category: Measurement and GeometrySkill: Determining area and volumeStandard: M1.2
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A 4 units2 C 11 units2
B 7 units2 28 units2
1
1
F 6 units2 H 18 units2
G 12 units2 36 units2
1
1
F 6 cubic units
G 9 cubic units
H 10 cubic units
12 cubic units
A 8 cubic units
B 10 cubic units
16 cubic units
D 20 cubic units
A 6 cubic units 12 cubic units
B 18 cubic units D 24 cubic units
8 cubic units
G 4 cubic units
H 16 cubic units
J 12 cubic units
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7
8
Score:
California Mathematics Content Standard: M1.2
______
8
Using the grid below, shade in a rectangle that has an area of 24 square units.
What is the volume of the figure below?
= ______%
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cubic units9
(or 6 4, 4 6, or 12 2)+ + +
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Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
A
2.2
Extendingandrecognizingalinear
patternbyitsrules
A
2.2
Extendingandrecognizingalinear
patternbyitsrules
M
1.1
M
easuringthelengthand
comparingthemassofobjects
M
1.1
M
easuringthelengthand
comparingthemassofobjects
M
1.2
D
eterminingareaandvolume
M
1.2
D
eterminingareaandvolume
M
1.3
Findingtheperimeterofapolygon
w
ithintegersides
M
1.3
Findingtheperimeterofapolygon
w
ithintegersides
BELLWORK Enterprises T7
BELLWORK
California Standards
AssessmentsMathematics
Level 3
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