PLACE VALUE
COMPUTATION
FRACTIONS
DECIMALS
Measurement/Geometry
100
Why is 5 × 200 the same as 1,000?
👉 Explain using place value.
200 groups of 5 = 1,000 or 5 groups of 200 = 1,000
100
24 ÷ 6 = 6
👉 Find and fix the mistake.
24 divided by 6 is 4 because 4x6 =24
100
Is 3/4 greater than 2/3?
👉 Prove it using a model or common denominator.
3/4 = 9/12
2/3 = 8/12
SO 3/4 is larger
100
Which is greater: 0.8 or 0.75?
👉 Explain how you know using place value.
0.8 = 0.80, so it’s greater
100
A student converts 3 meters to 3000 cm.
👉 Explain the mistake and correct it.
3 meters = 300 cm
200
Explain why rounding 4,499 to the nearest thousand gives 4,000 but 4,500 gives 5,000.
Because when you are rounding to the thousands place, you look at the hundreds and it is a 4 so you would not round up - when rounding to the hundreds plaace, the digit is a 9 so you round up to 4,500
200
A student solves:
36 ÷ 3 × 2 = 6
👉 Explain the error and solve correctly.
36 divided by 3 is 12 and 12x2 = 24
200
A student says:
“1/8 is bigger than 1/6 because 8 is bigger than 6.”
👉 Explain the mistake and correct it.
1/8 is actually smaller because the pieces are smaller. when the numerators are the same, you have to look at how many pieces it is cut into
200
0.6 + 0.35 = 0.95
👉 Is this correct? Explain.
Yes 0.6 = 0.60 and 0.60+0.35 = 0.95
200
Create a line plot with data:
1, 2, 2, 3, 3, 3, 4
👉 What is the difference from the longest length to the shortest?
5
students show line plots
300
Model 0.4 and 0.04 using base-ten blocks.
👉 Explain the difference.
4/10 and 4/100 are not the same. Teams show drawings!
300
There are 48 students. Each group has 4 students.
👉 How many groups? Explain your strategy.
12 groups 48 divided by 4 = 12
300
Draw a number line to show 1/2 and 3/4.
👉 Which is greater? Explain using your model.
1/2 is less than 3/4 - look at models.
300
A runner runs 2.5 miles each day for 4 days.
👉 Total distance? Explain how you handled the decimal.
2 x 4 = 8
1/2 x 4 = 4/2 = 2 wholes
8+2 = 10 miles
300
A student says all quadrilaterals are squares.
👉 Why is this incorrect? Give examples.
Because a quadrilateral just has to have 4 sides but a square has to have 4 equal sides and 4 right angles.
400
Which equal 36?
A. 6 × 6
B. 40 − 4
C. 9 × 4
👉 Explain your choices.
A, B and C
400
A store has 120 apples. They sell 35. Then restock 20 more.
👉 How many apples now? Explain each step.
120-35 = 85
85+20 = 105 apples
400
Draw a rectangle and partition it to show 4/8 = 1/2.
show drawings!
400
Which decimals are greater than 0.5?
A. 0.05
B. 0.55
C. 0.6
👉 Explain your thinking
0.55
0.6=0.60
and 0.5=0.50
400
Which shapes ALWAYS have parallel sides?
A. Rectangle
B. Trapezoid
C. Square
👉 Explain.
Rectangle - opposite sides are parallel
Trapezoid - at least one pair of parallel sides
Square - opposite sides are parallel
500
A student reads 215 pages a day for 6 days.
👉 How many pages total? Show your work.
1,290 pages
500
A class has 5 teams. Each team earns 125 points.
👉 What is the total? Show at least TWO strategies.
5x 100 = 500
5x20 = 100 5x5 =25 625
100+100+100+100+100= 500 20+20+20+20+20=100 5+5+5+5+5=625
500
Which are greater than 1/2?
A. 3/5
B. 2/4
C. 4/6
👉 Explain why.
3/5 and 4/6 because those are more than 1/2. 1/2 of 5 = 2.5 and 3 is more than that. 1/2 of 6 is 3 and 4 is more than that.
500
Sam adds 41/100 and 2/10 and gets 43/100. Explain her error.
41/100 + 20/100 = 61/100
500
Which statements are true?
A. All squares are rectangles
B. All rectangles are squares
C. Some parallelograms are rectangles
👉 Explain each choice.
A - All squares are rectangles because rectangles have opposite sides parallel and equal.
C. some parallelograms are rectangles. Specifically, a parallelogram becomes a rectangle if its angles are right angles.
600
Suzie solves the following : What is 3,204 × 4 =120,816
Is she correct? Explain
3,000X4 = 12,000
200 X4 = 800
4X4 = 16
no, it should be 12,816
600
A school collected 3,600 cans.
They packed them into boxes of 15 cans each.
👉 Part A: How many boxes did they fill?
👉 Part B: Write TWO different equations to represent the problem.
👉 Part C: Explain how you know your answer is correct.
A - 240
B - 3,600 divided by 15 = 240 15x n = 3,600
I took the total and divided it to see how many boxes I could fill.
600
Solve 11/3 + 5/3 Write as an improper fraction and mixed number
16/3 5 1/3
600
A student is comparing two numbers:
0.5 and 0.56
The student says:
“0.5 is greater because 5 is bigger than 56.”
❓ Part A:
Is the student correct?
❓ Part B:
Explain your answer using place value.
❓ Part C:
Write another decimal that is between 0.5 and 0.56.
A - no
B - 5/10=50/100 0.5=0.50 and 0.50 <0.56
C. 0.51
600
A container holds 3 liters. You pour out 1,250 mL.
How much remains in mL?
👉 Answer: 1750