New York State Testing Program

Grade 5 Common Core

Mathematics Test
Released Questions with Annotations
August 2013

THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK /
ALBANY, NY 12234

New York State Testing Program

Grade 5 Common Core
Mathematics Test
Released Questions with Annotations
With the adoption of the New York P-12 Common Core Learning Standards (CCLS) in ELA/Literacy and
Mathematics, the Board of Regents signaled a shift in both instruction and assessment. In Spring 2013, New
York State administered the first set of tests designed to assess student performance in accordance with the
instructional shifts and the rigor demanded by the Common Core State Standards (CCSS). To aid in the
transition to new tests, New York State released a number of resources during the 2012-2013 year, including
test blueprints and specifications, and criteria for writing test questions. These resources can be found at
http://www.engageny.org/common-core-assessments.
New York State administered the first ELA/Literacy and Mathematics Common Core tests in April 2013 and is
now making a portion of the questions from those tests available for review and use. These released questions
will help students, families, educators, and the public better understand how tests have changed to assess the
instructional shifts demanded by the Common Core and to assess the rigor required to ensure that all students
are on track to college and career readiness.

Annotated Questions Are Teaching Tools

The released questions are intended to help students, families, educators, and the public understand how the
Common Core is different. The annotated questions will demonstrate the way the Common Core should drive
instruction and how tests have changed to better assess student performance in accordance with the
instructional shifts demanded by the Common Core. They are also intended to help educators identify how
the rigor of the State tests can inform classroom instruction and local assessment. The annotations will indicate
common student misunderstandings related to content standards; educators should use these to help inform
unit and lesson planning. In some cases, the annotations may offer insight into particular instructional elements
(conceptual thinking, visual models) that align to the Common Core that may be used in curricular design. It
should not be assumed, however, that a particular standard will be measured with an identical item in future
assessments.
The annotated questions will include both multiple-choice and constructed-response questions. With each
multiple-choice question released, a rationale will be available to demonstrate why the question measures
the intended standards; why the correct answer is correct; and why each wrong answer is plausible but
incorrect. The rationales describe why the wrong answer choices are plausible but incorrect and are based in
common errors in computation. While these rationales will speak to a possible and likely reason for selection
of the incorrect option by the student, these rationales do not contain definitive statements as to why the
student chose the incorrect option or what we can infer about knowledge and skills of the student based on
their selection of an incorrect response. These multiple-choice questions are designed to assess student
proficiency, not to diagnose specific misconceptions/errors with each and every incorrect option.
Additionally, for each constructed-response question, there will be an explanation for why the question
measures the intended standards and sample student responses representing each possible score point.

ii

Questions from the upper grades may feature more detailed annotations, as the items tend to be more
complex.

Understanding Math Annotated Questions

Multiple Choice
Multiple-choice questions are designed to assess CCLS for Mathematics. Mathematics multiple-choice
questions will mainly be used to assess standard algorithms and conceptual standards. Multiple-choice
questions incorporate both Standards and Standards for Mathematical Practices, some in real-world
applications. Many multiple-choice questions require students to complete multiple steps. Likewise, many of
these questions are linked to more than one standard, drawing on the simultaneous application of multiple
skills and concepts. Within answer choices, distractors will all be based on plausible missteps.
Short and extended constructed-response questions may refer to the scoring rubric, which can be found at
www.engageny.org/resource/test-guides-for-english-language-arts-and-mathematics.
Short Response
Short-response questions are similar to past 2-point questions, requiring students to complete a task and show
their work. Like multiple-choice questions, short-response questions will often require multiple steps, the
application of multiple mathematics skills, and real-world applications. Many of the short-response questions
will cover conceptual and application Standards.
Extended Response
Extended-response questions are similar to past 3-point questions, asking students to show their work in
completing two or more tasks or a more extensive problem. Extended-response questions allow students to
show their understanding of mathematical procedures, conceptual understanding, and application.
Extended-response questions may also assess student reasoning and the ability to critique the arguments of
others.

Released Questions Do Not Comprise a Mini Test

This document is NOT intended to show how operational tests look or to provide information about how
teachers should administer the test; rather, the purpose of the released questions is to provide an overview of
how the new test reflects the demands of the Common Core.
The released questions do not represent the full spectrum of standards assessed on the State test, nor do they
represent the full spectrum of how the Common Core should be taught and assessed in the classroom.
Specific criteria for writing test questions as well as additional instruction and test information is available on
www.engageny.org/common-core-assessments.

iii

124050031_2

The shaded part of the square below has a length of 3 foot and a width of 1 foot.
4
2

1 foot

1 foot

What is the area, in square feet, of the shaded part of the square?

1
8

3
8

4
8

5
8

Key: B
Measured CCLS: 5.NF.4b
Commentary: The item measures 5.NF.4b because students are finding the area of a rectangular region by
multiplying fractional side lengths or by tiling.
Answer Choice A:

1 A student who selects this response may have misunderstood the question being
8

asked and only found the value of one tile of the square.

3 The student has correctly identified the area of the shaded part of the square. The
8
3 and 1 , and found the area of the
student may have recognized that the side lengths of the rectangle are
4
2
Answer Choice B:

shaded region by multiplying the two fractions together. Students may also have recognized that the tiles of
the square region were of equal size and determined by counting tiles that
shaded.
Answer Choice C:

3 of the area of the square was

8

4 This response demonstrates an incorrect solution to the problem. A student who selects
8

this response may have added the numerators of the two fractions while counting the total number of smaller
rectangles within the square or by multiplying the denominators. The student may have realized that in order
to find the area of the rectangle the two fractions needed to be multiplied, but lacked precision in the
computation.
Answer Choice D:

5 . A student who selects this response may have found the value of the unshaded
8

region of the square rather than that of the shaded region, most likely by counting tiles.

Answer options A, C, and D are plausible but incorrect. They are based on procedural errors or conceptual
misunderstandings that are made when a student is asked to determine the area of a region with fractional
side lengths.

124050022_1

What is the value of the expression below?

24.5 15.75

8.75

8.85

9.25

9.75

Key: A
Measured CCLS: 5.NBT.7
Commentary: The item measures 5.NBT.7 because it calls on students to subtract decimals written to the
hundredths place.
Answer Choice A: 8.75 The student has correctly identified the value of the expression. The student may
have performed the traditional algorithm, correctly and repeatedly using regrouping (for example, rewriting
the 5 of 24.5 as a 4 and placing those 10 units in the hundredths place allowing for a subtraction of
10 5 in the hundredths place, and continuing in this manner.) The student also may have simplified the
problem to 20 15 = 5, and then performed the simpler subtraction of .75 from 4.5 to get 3.75. Combining
these two differences will also yield a correct result.
Answer Choice B: 8.85 This response demonstrates an incorrect subtraction of the two numbers. The student
may have failed to adjust the value of 5 in 24.5 after regrouping, resulting in an 8 in the tenths place of the
difference rather than a 7. A student who selects this response may have an understanding of subtracting
decimals; however, the student made a procedural error in the process.
Answer Choice C: 9.25 This response demonstrates an incorrect subtraction of the two numbers, possibly by
setting up a vertical subtraction of 15.75 24.5. The student would therefore arrive at 0.25 in the tenths and
hundredths place; they may have then continued by subtracting 15 from 24, to come up with the final response
of 9.25. A student who selects this response may not yet have an understanding of how to translate a horizontal
numerical expression into a vertical subtraction model or a firm understanding of the operation of subtraction
more broadly.
Answer Choice D: 9.75 This response demonstrates an incorrect subtraction of the two numbers. The student
may have failed to adjust the value of 4 in 24.5 when regrouping and thus ended up with a 9 in the ones place
of the difference rather than 8. A student who selects this response may have an understanding of subtracting
decimals, but made a procedural error in the process of regrouping.
Answer options B, C, and D are plausible but incorrect. They are based on procedural errors made when a
student is subtracting decimals to hundredths.

124050605_4

Mr. Morris built a fence to enclose his yard. He put up 3 of the fence on Monday. On
4
1
Tuesday, he put up
of the fence, and on Wednesday, he put up the rest of the fence.
6
What portion of the fence did he put up on Wednesday?

11
12

3
5

2
5

1
12

Key: D
Measured CCLS: 5.NF.2
Commentary: The item measures 5.NF.2 because students are required to add and subtract fractions with
unlike denominators referring to the same whole in order to solve word problems.
Answer Choice A: 11 This response may demonstrate a misunderstanding of the question being asked. A

12

student who selects this response may have an understanding of the basic properties of adding fractions, but
likely did not complete the necessary subtraction to find the portion of the fence that Mr. Morris built on
Wednesday. The response 11 reflects the portion of the fence completed on Monday and Tuesday.
Answer Choice B:

12
3 This response demonstrates an error in the addition of two fractions with unlike
5

denominators. A student who selects this response may have added the numerators together and added the

2
denominators together to get 4 which then simplifies to . The student then subtracted this fraction from 1
5

10

to calculate the portion of the fence that was put up on Wednesday.

Answer Choice C:

2 This response demonstrates an error in the addition of two fractions with unlike
5

denominators, as well as a misunderstanding of the question being asked. To arrive at this response a student
may have added the numerators together and added the denominators together to get
simplifies to

4 which then
10

2 . The student likely did not complete the necessary subtraction to find the portion of the fence
5

that Mr. Morris built on Wednesday.

Answer Choice D: 1 The student most likely added the two fractions with unlike denominators precisely

12

and then subtracted that number from 1 to arrive at the correct response. Alternatively, the student may have
found a common denominator of 12 for the two fractions and used a visual model to determine the missing
value for Wednesday:

Answer options A, B, and C are plausible but incorrect. They are based on conceptual and/or procedural
errors made when a student is adding and subtracting fractions with unlike denominators.

124050033_3

Which statement is true about the product of 5 7 ?

12

The product is greater than each factor.

The product is less than each factor.

The product is greater than

The product is equal to one of the factors.

5
but less than 7.
12

Key: C
Measured CCLS: 5.NF.5a
Commentary: The item measures 5.NF.5a because it asks the students to compare the size of a product to the
size of the factors on the basis of the size of each factor, without asking the students to perform the indicated
multiplication.
Answer Choice A: The product is greater than each factor. This response is true when both factors are
greater than one. A student who selects this response may have an understanding of the basic properties of
multiplication when both factors are greater than one, but may not yet have made the connection that if one
of the factors is less than one, the size of the product changes in relation to the factors.
Answer Choice B: The product is less than each factor. This response is true when both factors are positive
fractions less than one. A student who selects this response may have some understanding of the properties of
multiplication when there are positive factors less than one. However, they have not made the connection
that when only one of the factors is a positive number less than one, the product will be larger than the factor
that is less than one, but less than the factor that is greater than one.
Answer Choice C: The product is greater than 5 but less than 7. The student has correctly identified that

12

the size of the product of a fraction and number greater than one will be greater than the fraction, but less
than the number greater than one.
Answer Choice D: The product is equal to one of the factors. This response is only true when one of the
factors is either zero or one. A student who selects this response may not understand how to compare the size
of a product to the size of the factors based on the size of each factor involved.
Answer options A, B, and D are plausible but incorrect. They are dependant on the value of the two factors
that are being multiplied to produce the product.

124050508_3

Which term can be put in the blank to make the statement below true?
3, 000, 000 = 30

thousands

ten-thousands

hundred-thousands

millions

Key: C
Measured CCLS: 5.NBT.1
Commentary: The item measures 5.NBT.1 because it asks the students to recognize 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 of
10

what it represents in the place to its left. In this case, the 3 in 3,000,000 represents 10 times what a 3 in the
hundred thousands place would represent; equivalently, the 3 in 3,000,000 represents 30 hundred thousands.
Answer Choice A: thousands This response is incorrect and would result in the number to the right of the
equal sign being 30 x 1000 or 30,000. A student who selects this response may not yet have a conceptual
understanding that a digit in one place represents 10 times as much as it represents in the place to its right
and

1 of what it represents in the place to its left.

10

Answer Choice B: ten-thousands This response is incorrect and would result in the number to the right of the
equal sign being 30 x 10,000 or 300,000. A student who selected this response may not yet have a conceptual
understanding that a digit in one place represents 10 times as much as it represents in the place to its right
and

1 of what it represents in the place to its left.

10

Answer Choice C: hundred-thousands The student has correctly identified that 30 hundred thousands is
equivalent to 3,000,000.
Answer Choice D: millions This response is incorrect. A student may have arrived at this response by naming
the place value of the 3 in the number to the left of the equal sign. This response would result in the number to
the right of the equal sign being 30 x 1,000,000 or 30,000,000. A student who selected this response may not
yet have a conceptual understanding that a digit in one place represents 10 times as much as it represents in
the place to its right and

1 of what it represents in the place to its left.

10

Answer options A, B, and D are plausible but incorrect. They are based on conceptual misunderstandings
made when a student is recognizing the value of digits in a multi-digit number.

124050020_2

What is the value of the expression below?

738 18

40

41

401

410

Key: B
Measured CCLS: 5.NBT.6
Commentary: This item measures 5.NBT.6 because it asks the students to find the whole-number quotient of a
three-digit dividend and a two-digit divisor.
Answer Choice A: 40 This response is incorrect and may occur when a student is able to begin the
computation by accurately identifying that 18 divides into 73 tens 40 times, but does no further work. A student
using the traditional algorithm for long division may forget to bring down the 8 from the dividend after
subtracting 72 from 73.
Answer Choice B: 41 The student has correctly identified the value of the expression. The student may have
accurately identified that 18 divides into 73 tens 40 times, then also recognized that the remaining 10 and the
8 ones make another 18. The student may have correctly performed the traditional algorithm for division with
precision. Students may have engaged in the more lengthy process of repeated subtraction. Finally, they may
have used estimation to rule out options C and D and then used their understanding of the relationship
between multiplication and division to verify whether 40 or 41 was the quotient.
Answer Choice C: 401 This response is incorrect and may occur when a student places an additional zero
in the tens place of the quotient due to an error in the use of the traditional long division algorithm. The student
may have been able to begin computation by accurately identifying that 18 divides into 73 tens 40 times, then
also recognize that the remaining 10 and the 8 from the ones place make another 18, but misrepresent this
result in the quotient. This error may be due to a misunderstanding of place value as well as the relationship
between multiplication and division.
Answer Choice D: 410 This response is incorrect and may occur when a student places an additional zero in
the ones place of the quotient due to an error in performing the traditional long division algorithm. The student
may have been able to begin computation by accurately identifying that 18 divides into 73 tens 40 times, then
also recognize that the remaining 10 and the 8 from the ones place make another 18, but misrepresent this
result in the quotient. This error may be due to a misunderstanding of place value as well as the relationship
between multiplication and division.
Answer options A, C, and D are plausible but incorrect. They are based on errors made when a student is
determining the quotient of a three-digit dividend and a two-digit divisor.

124050011_3

Four hundred sixty-nine and eight hundredths can also be written as

460.908

460.98

469.08

469.800

Key: C
Measured CCLS: 5.NBT.3a
Commentary: The item measures 5.NBT.3a because students are reading the number names of a decimal
number and asked to identify the corresponding base-ten numeral in standard form. Compare with the item
on page 13, which also assesses 5.NBT.3a.
Answer Choice A: 460.908 This response demonstrates an incorrect translation of sixty-nine as 609 and
therefore, an incorrect placement of the decimal. An additional zero is also added to the ones place, which
may reflect a misunderstanding of the location of the hundredths place. A student who selects this response
may not yet have an understanding of the basic properties of reading the number names of a decimal number
and identifying the correct base-ten numeral.
Answer Choice B: 460.98 This response demonstrates an incorrect translation of sixty-nine as 609 and
therefore an incorrect placement of the decimal. A student who selects this response may not yet have an
understanding of the basic properties of reading the number names of a decimal number and identifying the
correct base-ten numeral.
Answer Choice C: 469.08 The student has correctly identified the base-ten numeral. A student who selects
this response has an understanding of the basic properties of reading the number names of a decimal number
and identifying the correct base-ten numeral.
Answer Choice D: 469.800 This response demonstrates an incorrect translation of eight hundredths as
800, which leads to an incorrect placement of the eight in the base-ten numeral. A student who selects this
response may have an understanding of the basic properties of reading and identifying whole numbers.
However, they have not yet made the connection between reading the number names of a decimal number
and identifying the correct base ten-numeral.
Answer options A, B, and D are plausible but incorrect. They are based on conceptual errors made when a
student reads the number names of a decimal number and then identifies the base-ten numeral it is
referencing.

124050052_4

Richs fish tank is in the shape of a right rectangular prism. It has a length of 6 feet,
a width of 2feet, and a height of 4 feet. What is the volume, in cubic feet, of Richs
fish tank?

12

32

36

48

Key: D
Measured CCLS: 5.MD.5b
Commentary: The item measures 5.MD.5b because it asks the students to calculate the volume of a right
rectangular prism with whole number edge lengths in the context of solving a real-world problem.
Answer Choice A: 12 This response indicates an incorrect approach to finding the volume of Richs fish tank.
A student who selects this response may have made a conceptual error in calculating the volume by adding
the length, width, and height together rather than multiplying.
Answer Choice B: 32 This response indicates an incorrect approach to finding the volume of Richs fish tank.
A student who selects this response may have made a conceptual error in calculating the volume by adding
the length and the width together to get 8. The student may have then multiplied 8 by the height, 4, for a final
incorrect volume of 32.
Answer Choice C: 36 This response indicates an incorrect approach to finding the volume of Richs fish
tank. A student who selects this response may have made a conceptual error in calculating the volume by
adding the width and the height together to get 6. The student may have then multiplied 6 by the length, 6, for
a final incorrect volume of 36.
Answer Choice D: 48 The student has correctly applied the formula for finding the volume of Richs fish tank
by multiplying the given length, width, and height.
Answer options A, B, and C are plausible but incorrect. They are based on conceptual errors made when a
student is calculating the volume of a right rectangular prism with whole number edge lengths.

10

124050614_1

Penelope made a paper chain that was 6 feet 10 inches long. What was the length, in
inches, of the paper chain?

82

72

60

28

Key: A
Measured CCLS: 5.MD.1
Commentary: This item measures 5.MD.1 because it asks students to convert among different-sized standard
measurement units within a given measurement system, specifically from feet to inches.
Answer Choice A: 82 This response demonstrates a correct conversion from feet to inches. The student
calculated that 6 feet was equivalent to 72 inches and then added the remaining 10 inches to arrive at the
correct response of 82 inches.
Answer Choice B: 72 This response may demonstrate some understanding of conversion from feet to inches.
A student who selected this response may have calculated that 6 feet was equivalent to 72 inches without
adding the remaining 10 inches of the paper chain.
Answer Choice C: 60 This may indicate that a student does not understand how to convert between
different-sized measurements. To arrive at this response, a student may have multiplied the two given numbers
in the stem together (6 10).
Answer Choice D: 28 A student who selects this response may not understand how to convert between
different-sized measurements or recall the relevant conversion factors between standard units. To arrive at this
response, a student may have confused the conversion of yards to feet and feet to inches, and assumed that
one foot is equivalent to 3 inches. Therefore, they calculated 6 3 = 18 and then added the remaining 10
inches to arrive at an incorrect response of 28.
Answer options B, C, and D are plausible but incorrect. They are based on conceptual or procedural errors
made when a student is converting from feet to inches.

11

124050038_1

Each lap around Eastern Park is 3 3 miles. Janet rode her bike 2 of a lap before one of
4
3
the tires on her bike went flat.
How many miles did Janet ride before one of the tires on her bike went flat?

21
2

23
4

31
2

35
7

Key: A
Measured CCLS: 5.NF.6
Commentary: The item measures 5.NF.6 because it asks the students to solve a real-world multiplication
problem involving fractions and mixed numbers.
Answer Choice A: 2

1 The student has identified that multiplication should be used to calculate how many
2

miles Janet rode before one of her tires on her bike went flat. The student likely then converted the mixed

number into an improper fraction and proceeded to multiply the two fractions together either by using a visual
fraction model or by multiplying fractions with the traditional algorithm.
Answer Choice B: 2

3 This response most likely demonstrates incorrect multiplication of the two fractions. A
4

student who selects this response may have an understanding of the word problem and recognizes that
multiplication must be used to solve the problem. However, the student may have made a computational
error when multiplying. The student may have multiplied the whole number 3 by the fraction
the fraction part of the mixed number to come up with an incorrect response of 2
Answer Choice C: 3

3.
4

2 while ignoring
3

1 This response most likely demonstrates an incorrect multiplication of the two fractions.
2

A student who selects this response may have an understanding of the word problem and recognizes that
multiplication must be used to solve the problem. However, the student may have only multiplied
fraction part of the mixed number,
Answer Choice D: 3

3 , to come up with an incorrect response of 3 1 .

4
2

2 by the
3

5 In choosing this response, the student may have attempted to add the two fractions
7

together. Additionally, when adding the two fractions the student may have added the numerators to one
another and added the denominators to one another. The result demonstrates a conceptual misunderstanding
of the operation required to solve the problem as well as a computational error when adding the two fractions.
Answer options B, C, and D are plausible but incorrect. They demonstrate either a lack of understanding in
how to approach solving the word problem or conceptual errors in performing the necessary multiplication to
arrive at the correct response.

12

124050012_1

Which expression shows 40.54 in expanded form?

) (

( 4 10 ) + 5 1 + 4 1
10
100

( 4 1) + 5 1 + 4 1
10
100

( 4 10 ) + (5 1) + 4 1
100

( 4 10 ) + (5 1) + 4 1
10

) (

Key: A
Measured CCLS: 5.NBT.3a
Commentary: The item measures 5.NBT.3a because students are asked to correctly identify the expanded
form of a given base-ten numeral. Compare with the item on page 9, which also assesses 5.NBT.3a.
Answer Choice A: (4 10) + (5
decimal in expanded form.

1 ) + (4 1 ) This response correctly identifies the given base-ten

100
10

1
Answer Choice B: (4 1) + (5 1 ) + (4
10

100

) This response demonstrates an incorrect expansion of the

numeral in the tens place. A student who selects this response may have confused the locations of the tens
and ones places, reflecting a limited understanding of the basic properties of reading decimals in base-ten
numeral form.
Answer Choice C: (4 10) + (5 1) + (4

1 ) This response demonstrates an incorrect expansion of the

100

numeral in the tenths place. A student who selects this response may have confused the locations of the ones

and tenths places, reflecting a limited understanding of the basic properties of reading decimals in base-ten
numeral form.
Answer Choice D: (4 10) + (5 1) + (4 1 ) This response demonstrates an incorrect expansion of the

10

numeral in the tenths place and hundredths place. A student who selects this response may have a limited
understanding of the basic properties of reading decimals in base-ten numeral form and identifying the
expanded form of the numeral.
Answer options B, C, and D are plausible but incorrect. They are based on conceptual or procedural errors
made when identifying the expanded form of a given base-ten numeral.

13

124050101

What is the value of the expression below?

[24 + 9 ( 4 2) + 11] 2

Show your work.

Answer__________

14

Measured CCLS: 5.OA.1

Commentary: The item measures 5.OA.1 because it asks the students to evaluate a numerical expression
which includes parentheses and brackets.
Extended Rationale: The correct answer may be arrived at by first simplifying the numerical expressions within
the parentheses:
42=8
Following this strategy, the student may then calculate the numbers within the brackets.
[24 + 9 8 + 11] = 36
The student will then complete the evaluation of the expression.
36 2 = 18
Another possible way students may arrive at the correct answer is by adding the first two numbers.
24 + 9 = 33
Following this strategy, the student may then calculate the numbers within the parentheses and then continue
with the computations within the brackets.
42=8
[33 8 + 11] = 36
The student will then complete the evaluation of the expression.
36 2 = 18
SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:

15

63

Score Point: 2 out of 2 points

This response answers the question correctly (18) and demonstrates a thorough understanding of the
mathematical concepts in the task. The response
of operations and all
Scorecorrectly
Point 2follows
(out ofthe2 order
points)
calculations
are
accurate.
This response answers the question correctly (18) and demonstrates a thorough understanding of the

mathematical concepts in the task. The response correctly follows the order of operations and all calculations
are accurate.

Guide Paper 1
Page 3

16

63

Score Point: 2 out of 2 points

This response answers the question correctly (18) and demonstrates a thorough understanding of the
Point
2 (out
of 2 the
points)
mathematical concepts in the task. The Score
response
correctly
follows
order of operations and all
This response
answers the question correctly (18) and demonstrates a thorough understanding of the
calculations
are accurate.
mathematical concepts in the task. The response correctly follows the order of operations and all calculations
are accurate.

Guide Paper 2
Page 4

17

63

Additional

Additional

Score Point: 2 out of 2 points

This response answers the question correctly (18) and demonstrates a thorough understanding of the
mathematical concepts in the task. The Score
response
correctly
follows
order of operations and all
Point
2 (out
of 2the
points)
calculations
are accurate.
This response
answers the question correctly (18) and demonstrates a thorough understanding of the

mathematical concepts in the task. The response correctly follows the order of operations and all calculations
are accurate.

Guide Paper 3

18

63

Score Point: 1 out of 2 points

This response is only partially correct. The response contains an incorrect solution (16) but applies a
Score
Point
1 (outfollows
of 2 points)
mathematically appropriate process. The
response
correctly
the order of operations. However, a
This
response
is
only
partially
correct.
The
response
contains
an incorrect solution (16) but applies a
calculation error in the final step (36 2 = 16) results in an incorrect answer.
mathematically appropriate process. The response correctly follows the order of operations. However, a
calculation error in the final step (36 2 = 16) results in an incorrect answer.

Guide Paper 432

19

63

Additional

Additional

Score Point: 1 out of 2 points

This response is only partially correct. The response contains an incorrect solution (26) but applies a
mathematically appropriate process. The response follows the order of operations. However, a calculation
Score Point 1 (out of 2 points)
error in the third step results in an incorrect answer.
This response is only partially correct. The response contains an incorrect solution (26) but applies a
mathematically appropriate process. The response follows the order of operations. However, a calculation
error in the third step results in an incorrect answer.

Guide Paper 5

20

63

Score Point: 1 out of 2 points

This response is only partially correct. The response correctly addresses some elements of the task. The
response correctly shows all operations Score
inside the
brackets
performed
before the operation outside of the
Point
1 (out
of 2 points)
brackets.
The initial steps in the order of operations are correct. However, instead of subtracting 8 from 33,
This response is only partially correct. The response correctly addresses some elements of the task. The
8 is added
to 11, resulting in an incorrect answer (7).
response correctly shows all operations inside the brackets performed before the operation outside of the

brackets. The initial steps in the order of operations are correct. However, instead of subtracting 8 from 33,
Guide Paper 6
8 is added to 11, resulting in an incorrect answer (7).

21

63

Score Point: 0 out of 2 points

This response is incorrect. The response correctly shows the first and second steps (42 and 24+9).
However, holistically the mathematical procedures are not sufficient to demonstrate even a limited
Score
Point 0in (out
of 2Allpoints)
understanding of the mathematical concepts
embodied
the task.
operations inside brackets must be
This response is incorrect. The response correctly shows the first and second steps (42 and 24+9). However,
completed
before performing other operations outside of the brackets.
holistically the mathematical procedures are not sufficient to demonstrate even a limited understanding of
the mathematical concepts embodied in the task. All operations inside brackets must be completed before
Guide Paper 7
performing other operations outside of the brackets.

22

63

Score Point: 0 out of 2 points

This response contains a correct answer
(18)Point
arrived0using
Score
(out an
of obviously
2 points)incorrect procedure. Although
some parts contain correct mathematical procedures, holistically they not sufficient to demonstrate even a
This response contains a correct answer (18) obtained using an obviously incorrect procedure. Although
limited
understanding
the mathematical concepts
embodied
in the task. The
response
correctly
shows
some
parts contain ofcorrect mathematical
procedures,
holistically they
are not
sufficient to
demonstrate
twoeven a
initial steps
for finding the value
of the expression (4x2 and 24+9). However, omission of the brackets
limited understanding
of the mathematical concepts embodied in the task. The response correctly
contributes
to inaccurately
applying
the correct order
of operations.(42 and 24+9). However, omission of the
shows two initial
steps for
finding the value
of the expression
brackets contributes to inaccurately applying the correct order of operations.

Guide Paper 8

23

124050543

Sophia asked the students in her class to name their favorite sport. She made this list to
display the results.

1
of the students named basketball
3

1
of the students named soccer
8

5
of the students named football
12

The rest of the students in the class named baseball.

What fraction of the students in the class named baseball as their favorite sport?
Show your work.

Answer______________________

24

Measured CCLS: 5.NF.2

Commentary: The item measures 5.NF.2 because students are required to add and subtract fractions with
unlike denominators.
Extended Rationale: As indicated in the rubric, student responses will be rated on whether the student
provides evidence of a strong understanding of addition and subtraction of fractions. The response should
contain an appropriate solution using mathematically sound procedures.
The correct answer may be arrived at by adding the 3 fractions that Sophia listed in the results of her survey.

1 +1 + 5
3 8 12
The student would need to find a common denominator for the 3 fractions, which is 24, and create equivalent
fractions using 24 as the denominator. At this point the student can now add the three fractions together.

8 + 3 + 10 = 21 or 7
8
24
24 24
24
To find the remaining students in the class who selected baseball as their favorite sport the student may then
use subtraction.

8 7 =1
8 8 8
Students may have found a common denominator of 24 and then used a visual fraction model as shown
below, counting the remaining fractional parts as the number of students ( 3 ) who chose baseball.

24

Basketball

Basketball

Basketball

Basketball

Basketball

Basketball

Basketball

Basketball

Soccer

Soccer

Soccer

Football

Football

Football

Football

Football

Football

Football

Football

Football

Football

Baseball

Baseball

Baseball

SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:

25

26

65

Additional

Additional

Score Point: 2 out of 2 points

This response correctly answers the question (1/8) and demonstrates a thorough understanding of the
mathematical concepts embodied in Score
the task.Point
The response
shows
mathematically sound procedures by
2 (out of
2 points)
demonstrating
equivalent
fractions
with
the
lowest
common
denominator,
which are
added together
This response correctly answers the question (1/8) and demonstrates a thorough
understanding
of (8/24
the +
3/24
+ 10/24 =
21/24 =embodied
7/8) before
subtracting
the class
totalmathematically
(8/8 7/8 = 1/8).
mathematical
concepts
in the
task. Thefrom
response
shows
sound procedures
by demonstrating equivalent fractions with the lowest common denominator, which are added together
(8/24 + 3/24 + 10/24 = 21/24 = 7/8) before subtracting from the class total (
Guide Paper 2 8/8 7/8 = 1/8).

27

65

Score Point: 2 out of 2 points

This response correctly answers the question (3/24) and demonstrates a thorough understanding of the
Score Point 2 (out of 2 points)
mathematical concepts embodied in the task. This
response shows mathematically sound procedures using
This response correctly answers the question (3/24) and demonstrates a thorough understanding of the
addition to demonstrate the sum of equivalent fractions with the lowest common denominator (21/24). It is
mathematical concepts embodied in the task. This response shows mathematically sound procedures using
not
necessary to show the subtraction of the sum from the whole or the simplification of the fraction
to its
21/24). It is
addition to demonstrate the sum of equivalent fractions with the lowest common denominator (
simplest
form
in
order
to
demonstrate
a
thorough
understanding.
not necessary to show the subtraction of the sum from the whole or the simplification of the fraction to its
simplest form in order to demonstrate a thorough understanding.

Guide Paper 3

28

65

Additional

Additional

Score Point: 1 out of 2 points

This response is only partially correct. The response applies a mathematically appropriate process. The
fractions are rewritten as equivalent
fractions
with1 the
lowest
Score
Point
(out
of 2 common
points) denominator, which are added
together.
However,
a calculation
error resultsresponse
in an incorrect
(8 + 3 = 12 + 10 = 22 = 22/24),
which
This response
is only
partially correct. The
applies sum
a mathematically appropriate
process. The
when
subtracted
from the
produces
an incorrect
answer
(2/24
/ 1/12).
fractions
are rewritten
as whole
equivalent
fractions
with the
lowest
common
denominator, which are added
together. However, a calculation error results in an incorrect sum (8 + 3 = 12 + 10 = 22 = 22/24), which when
2/24 / 1/12).
subtracted from the whole produces an incorrect answer (
Guide Paper
43
2

29

65

Score Point: 1 out of 2 points

This response is only partially correct. The response applies a mathematically appropriate process. The
fractions are rewritten as equivalentScore
fractions
with 1the
lowest
Point
(out
of 2common
points)denominator, which are added
together.
However,
the
sum
is
not
subtracted
from
the
whole,
resulting
in an incorrect answer process. The
(7/8).
This response is only partially correct. The response applies a mathematically appropriate
fractions are rewritten as equivalent fractions with the lowest common denominator, which are added
together. However, the sum is not subtracted from the whole, resulting in an incorrect answer (7/8).

Guide Paper 5

30

Score Point: 0 out of 2 points

This response is incorrect. Although the response shows two of the fractions rewritten as equivalent
fractions, holistically, the mathematical
procedures
notof
sufficient
to demonstrate even a limited
Score
Point 0are
(out
2 points)
understanding of the mathematical concepts embodied in the task.
This response is incorrect. Although the response shows two of the fractions rewritten as equivalent fractions,
holistically, the mathematical procedures are not sufficient to demonstrate even a limited understanding of
the mathematical concepts embodied in the task.

Guide Paper 7

31

65

Score Point: 0 out of 2 points

This response is incorrect. Holistically, the mathematical procedures shown in the response are not
sufficient to demonstrate even a limited
understanding
of the
Score
Point 0 (out
of mathematical
2 points) concepts embodied in the task.
This response is incorrect. Holistically, the mathematical procedures shown in the response are not sufficient
to demonstrate even a limited understanding of the mathematical concepts embodied in the task.

Guide Paper 8

32

124050215

Mr. Chang needs to ship 8 boxes of cookies in a packing carton. Each box is a right
rectangular prism 8 inches long, 5 inches wide, and 3 inches high. What is the volume,
in cubic inches, of each box?
Show your work.

Answer_________cubic inches

Mr. Chang wants to ship all 8 boxes in one packing carton. He has a choice of three
different sizes of packing cartons that are right rectangular prisms of the following
sizes.
packing carton A: 11 inches long, 10 inches wide, and 8 inches high
packing carton B: 16 inches long, 10 inches wide, and 5 inches high
packing carton C: 17 inches long, 11 inches wide, and 7 inches high
Which packing carton can Mr. Chang use?
Show your work.

Answer packing carton _________

33

Measured CCLS: 5.MD.5b

Commentary: The item measures 5.MD.5b because students are required to find the volume of right
rectangular prisms with whole number edge lengths in the context of solving a real world problem.
Extended Rationale: The correct answer may be arrived at by first finding the volume of a single box of
cookies.
V=lwh
V=853
V = 120
The volume of one box of cookies is 120 cubic inches.
In the second part of the problem students are required to select a packing carton that Mr.Chang can use to
pack 8 boxes of cookies.
The student may then calculate the total volume of 8 boxes of cookies.
120 8 = 960 cubic inches
The packing carton that the student selects must be at least 960 cubic inches and be able to fit 8 whole
boxes. The student may then find the volume of the three packing cartons, in cubic inches, in order to
determine which carton Mr. Chang could use.
Packing carton A:
V=lwh
V = 11 10 8
V = 880
Packing carton B:
V=lwh
V = 16 10 5
V = 800
Packing carton C:
V=lwh
V = 17 11 7
V = 1309
The student will then determine that packing carton C is the carton Mr. Chang can use to pack 8 boxes of
cookies, since it is the only carton with a volume greater than 960 cubic inches and able to fit 8 whole boxes.
SAMPLE STUDENT RESPONSES AND SCORES APPEAR ON THE FOLLOWING PAGES:

34

70

Score Point: 3 out of 3 points

Score Point 3 (out of 3 points)

This response answers the questions correctly and demonstrates a thorough understanding of the
This response answers the questions correctly and demonstrates a thorough understanding of the
mathematical concepts. The first part of the problem is solved correctly (8 x 5 = 40 x 3 = 120; 120 in33). The
mathematical concepts. The first part of the problem is solved correctly (8 5 = 40 3 = 120; 120 in ). The
second part
of the problem is also solved correctly (120 x 8 = 960, 11 x 10 x 8 = 880, 16 x 10 x 5 = 800, 17
second part of the problem is also solved correctly (120 8 = 960, 11 10 8 = 880, 16 10 5 = 800, 17
x 11 x 7 11 7 = 1309; C). For the response to be awarded full credit, the second part of the problem must solve
= 1309; C). For the response to be awarded full credit, the second part of the problem must solve
for the total volume of eight boxes, and the volume for packing carton C.
for the total
volume of eight boxes, and the volume for packing carton C.

35

Additional

70

Additional

Score Point: 3 out of 3 points

Point
(out of 3 points)
This response answers the questionsScore
correctly
and 3demonstrates
a thorough understanding of the
3
This response
answers
questions
and indemonstrates
thorough
understanding
the
). The seconda answer
is correct
(C). The of
work
mathematical
concepts.
Thethe
first
answer iscorrectly
correct (120
3
mathematical concepts. The first answer is correct (120 in
). The second answer is correct (C). The work
shown for both parts of the problem utilize mathematically sound procedures.
shown for both parts of the problem utilizes mathematically sound procedures.

Guide Paper 2

36

70

Score Point: 3 out of 3 points

This response answers the questions correctly
demonstrates
Score and
Point
3 (out of a3thorough
points) understanding of the
mathematical concepts. The first answer is correct (120 in3). The second answer is correct (C). The work
This response answers the questions correctly and demonstrates a thorough understanding of the
shownmathematical concepts. The first answer is correct (120 in
for both parts of the problem utilize mathematically sound
procedures.
3
). The second answer is correct (C). The work
shown for both parts of the problem utilizes mathematically sound procedures.

Guide Paper 3

37

70

Score Point: 2 out of 3 points

This response is partially correct. The first part of the problem is solved correctly (120 in3) utilizing
Score
Point
(out
3 points)
mathematically sound procedures. The
second
part2 of
the of
problem
contains an incorrect answer (B), and the
This shown
response
is not
partially
correct.
The first
part of
the problem
solved
correctly
in3) utilizing
work
does
solve for
the volume
of space
required
to shipis eight
boxes
(120 x (120
8 = 960).
mathematically sound procedures. The second part of the problem contains an incorrect answer (B), and
the work shown does not solve for the volume of space required to ship eight boxes (120 8 = 960).

Guide Paper 6

38

70

Score Point: 1 out of 3 points

This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
) utilizing
mathematically
procedures. The second part of the
problem is solved correctly (120 in3Score
Point
1 (out of 3 sound
points)
problem
contains
an
incorrect
answer
(A),
the
work
shown
does
not
solve
for the volume of space required
This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
3
toproblem is solved correctly (120 in
ship eight boxes, and the volume for
packing carton C is incorrect (869), due to a calculation error.
) utilizing mathematically sound procedures. The second part of the
problem contains an incorrect answer (A), the work shown does not solve for the volume of space required
to ship eight boxes, and the volume for packing carton C is incorrect (869), due to a calculation error.
Guide Paper 7

39

Additional

70

Additional

Score Point: 1 out of 3 points

This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
) utilizing
mathematically
procedures. The second part of the
problem is solved correctly (120 in3Score
Point
1 (out of 3 sound
points)
problem
contains
an
incorrect
answer
(B),
and
the
work
shown
is
incorrect
and insufficient.
This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
3
problem is solved correctly (120 in ) utilizing mathematically sound procedures. The second part of the
problem contains an incorrect answer (B), and the work shown is incorrect and insufficient.

Guide Paper 8

40

70

Score Point: 1 out of 3 points

This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
Score Point 1 (out of 3 points)
problem is solved correctly (120 in3) utilizing mathematically sound procedures. The second part of the
This response is incomplete and exhibits many flaws but is not completely incorrect. The first part of the
problem
contains a correct answer (C); however, the required work is not provided.
problem is solved correctly (120 in3) utilizing mathematically sound procedures. The second part of the
problem contains a correct answer (C); however, the required work is not provided.

Guide Paper 9

41

70

Score Point: 0 out of 3 points

This response is incorrect. The first part of the problem contains an incorrect solution (41 in3), and provides
Score
Point contains
0 (out ofa correct
3 points)
insufficient work. The second part of
the problem
answer (C); however, the work shown
3
provides
faulty mathematical reasoning.
This response is incorrect. The first part of the problem contains an incorrect solution (41 in
) and provides
insufficient work. The second part of the problem contains a correct answer (C); however, the work shown
provides faulty mathematical reasoning.

Guide Paper 10

42