Class 501 Math Practice Test Part 1

A recipe for 1 batch of muffins included 2/3 cup of raisins. Ina made 2 1/2 batches of muffins. How many cups of raisins did she use?

• 1 4/6

• 1 5/6

• 2 2/6

• 3 1/6

Answer explanation

Answer Choice A: "1 4 6 "; This is the correct number of cups of raisins Ina used. The student may have understood how to multiply a mixed number and a fraction by converting the mixed number into a fraction greater than one, 5 2 × 2 3 = 10 6 , and then converting the fraction back into a mixed number, 10 6 = 1 4 6 . The student who selects this response understands how to multiply mixed numbers and fractions.

Tags

CCSS.5.NF.B.6

Mani, James, and Isidro equally shared 1/2 of a pie. Which fraction of the whole pie did each of them receive?

• 1/6

• 1/5

• 2/3

• 3/2

Answer explanation

Answer Choice A: “ 1 6 ”; This is the correct fraction of the whole pie that each person received. The student may have understood dividing a fraction by 3 as multiplying by 1 3 , 1 2 × 1 3 = 1 6 . The student who selects this response understands how to solve real-world problems involving division of unit fractions by non-zero whole numbers.

Tags

CCSS.5.NF.B.7A

CCSS.5.NF.B.7C

Here is a number: 136.35 In a different number, the 6 represents a value which is one-tenth of the value of the 6 in the number above. What value is represented by the 6 in the other number?

• six hundredths

• six tenths

• six ones

• six tens

Answer explanation

Answer Choice B: “six tenths”; This is the correct value that is represented by the 6 in the other number. The student who selects this response understands 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.

Tags

CCSS.5.NBT.A.3A

What number goes in the blank to make the statement below true?

3,840 ounces = _____ pounds

Remember: 16 ounces = 1 pound

• 24

• 240

• 480

• 61,440

Answer explanation

Answer Choice B: “240”; This response represents a correct conversion from ounces to pounds. Using the relationship “1 pound = 16 ounces,” the student may have divided 3,840 ounces by 16 obtains a result of 240 pounds. A student who selects this response understands how to correctly convert among different-sized standard measurement units.

Tags

CCSS.4.MD.A.1

What is the area, in square inches, of a rectangle with the dimensions shown in the diagram below?

• 21/128

• 3/14

• 10/24

• 24/112

Answer explanation

Answer Choice A: “ 21 128”; This is the correct area of the rectangle shown. The student may have understood that multiplying the numerators of the two fractions and the denominators of the two fractions would result in the product of the two fractions. The student who selects this response understands how to multiply fractional side lengths to find the area of a rectangle.

Tags

CCSS.5.NF.B.4B

What is the value of the expression in the picture?

• 57

• 64

• 65

• 68

Answer explanation

Answer Choice B: “64”; This response represents the correct value of the expression. The student may have correctly performed the traditional algorithm for division with precision. Alternatively, the student may have used estimation to rule out options A and D and then used an understanding of the relationship between multiplication and division to determine whether 64 or 65 was the quotient.

Tags

CCSS.5.NBT.B.6

CCSS.6.NS.B.2

What is the volume, in cubic centimeters, of the figure below?

• 15

• 24

• 30

• 45

Answer explanation

Answer Choice D: “45”; This response represents the correct volume of the figure. The student may have counted the number of unit cubes in one layer of the rectangular prism and then used addition or multiplication to determine the total number of unit cubes as the volume, in cubic centimeters, of the figure. Alternatively, the student may have applied the formula for volume of a rectangular prism, using the length, width, and height values determined by counting the number of unit cubes along each dimension of the figure. 5 × 3 × 3 = 45.

Tags

CCSS.5.MD.C.5A

CCSS.6.G.A.2

Which expression means the same as the phrase below?

Subtract 3 from the product of 8 and 5

• ( 5 x 8 ) + 3

• ( 5 x 8) - 3

• 5 x ( 8 - 3 )

• 5 x ( 8 + 3 )

Answer explanation

Answer Choice B: “ (5 × 8) – 3”; This response correctly represents the given phrase as a numerical expression. The given phrase describes a calculation in which the product of 8 and 5 is found first and 3 is then subtracted from the product. A student who selects this response understands how to write a simple expression that records calculations with numbers.

Tags

CCSS.5.OA.A.1

CCSS.5.OA.A.2

Orionis gave the following description of a figure:

- It is a quadrilateral.

- All sides are equal in length.

- There are two equal obtuse angles and two equal acute angles

Which figure could math Orionis' description?

• rectangle

• rhombus

• square

• pentagon

Answer explanation

Answer Choice B: “rhombus”; This is the correct figure that could match Jim’s description. The student may have known that a rhombus is a quadrilateral with sides of equal length and could have two equal obtuse and two acute equal angles. The student who selects this response understands how to classify two-dimensional figures in a hierarchy based on properties.

Tags

CCSS.5.G.B.4

Which expression is equivalent to 100,000?

• 
• 
• 
• 

Answer explanation

Answer Choice B: “105”; This is the correct expression that is equivalent to 100,000. The student may have understood that the exponent on 10 denotes the number of times 10 is multiplied by itself. The student who selects this response understands how to use whole-number exponents to denote powers of 10.

Tags

CCSS.5.NBT.A.2