grade k-algebra 2 · 2016-08-03 · grade k-algebra 2 simplify placement ... diagnostic and...

ISBN: 978-0-07-662454-6MHID: 0-07-662454-4

Diagnostic Chart

suggestions for intervention and remediation suggested materials

Diagnostic and Placement Tests

Grade K-Algebra 2simplify placement

decisions

Scoring Guide

simplify placement

Sco ide

Diagnostic and Placement Tests for Grades K through 8, Algebra 1, Geometry, and Algebra 2

Grade K-Algebra 2

ContentsUsing the Diagnostic and Placement Tests

Placement Options

When to Use the Placement Tests

Interpreting Scores

Scoring Guide Masters

Using Placement Tests for Diagnostic Purposes

Learning Objectives Masters

Answer Keys

Inte

rvention/Remediation

connectED.mcgraw-hill.com

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27 Diagnostic and Placement Tests

Program: DPT Component: Test WorkbookPDF Proof

Vendor: Aptara Grade: Grade 3

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.Placement

TestScoringGuide

Student Name

For each part, mark the box under the number of correctly answered questions.

3

0 1 2 3 4 5 6 7 8

Total

0 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

Math Triumphs

Grade 3 Strategic Intervention —See page 31 for materials list.

My Math, Grade 3

Number and Operations in Base Ten

Number and Operations–Fractions

Operations and Algebraic Thinking

Measurement and Data

Geometry

Mark the total number correct below.

Key: Consider this student for…

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Diagnostic and Placement Tests 28

PlacementTestLearning

Objectives 3

Student Name

In the column on the left, mark the questions that the student answered incorrectly.

Domain

Question

Number Objective

Number and Operations in Base Ten

1Use place value understanding to round whole numbers to the nearest 10 or 100.

2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

3Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations.

4Multiply one-digit whole numbers by multiples of 10 in the range 10–90 using strategies based on place value and properties of operations.

Number and Operations–Fractions

5Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

6Understand a fraction 1 __ b as the quantity formed by 1 part when a whole is partitioned into b equal parts.

7 Understand a fraction as a number on the number line

8Understand a fraction a __ b as the quantity formed by a parts of size 1 __ b .

9Understand a fraction a __ b as the quantity formed by a parts of size 1 __ b .

10Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size.

Operations and Algebraic Thinking

11 Interpret products of whole numbers.

12 Interpret products of whole numbers.

13 Interpret whole-number quotients of whole numbers.

14 Interpret whole-number quotients of whole numbers.

15Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations.

16 Understand division as an unknown-factor problem.







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.Domain

Question

Number Objective

Measurement and Data

19Solve one- and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs.

20Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes.

21Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units.

22Generate measurement data by measuring lengths using rulers marked with halves and fourths of an inch.

23 Measure areas by counting unit squares.

24 Measure areas by counting unit squares.

25Solve word problems involving addition and subtraction of time intervals in minutes.

26Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths.

Geometry

27 Partition shapes into parts with equal areas.

28

Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category. Recognize rhombuses, rectangles, and squares as examples of quadrilaterals.

29Understand that shapes in different categories may share attributes, and that the shared attributes can define a larger category.

30Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.





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use.A Special Note About Intervention

When using diagnostic tests, teachers should always question the reason behind the students’ scores. Students can struggle with mathematics concepts for a variety of reasons. Personalized instruction is recommended for English language learners, students with specific learning disabilities, students with certain medical conditions, or for those who struggle with traditional instructional practice. Teachers should always consider the needs of the individual student when determining the best approach for instruction and program placement.

Student

Performance

Level

Number of

Questions

Correct

Suggestions for Intervention and Remediation

Intensive

Intervention

0–17 Use Math Triumphs to accelerate the achievement of students who are two or more years below grade level. Students should follow a personalized remediation plan. A variety of materials and instructional methods are recommended. For example, instruction and practice should be provided in print, technology, and hands-on lessons.

Strategic

Intervention

18–23 Use the additional Intervention and Remediation materials listed on the next page. This list of materials can provide helpful resources for students who struggle in the traditional mathematics program. Strategic intervention allows students to continue to remain in the My Math program, while receiving the differentiated instruction they need. Teaching Tips and other resources are also listed in the Teacher Edition.

Grade 3 24 or more Use My Math. This student does not require overall intervention. However, based on the student’s performance on the different sections, intervention may be required. For example, a student who missed 2 or more questions in the Measurement and Data section may require extra assistance as you cover these skills throughout the year.

3




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Grade 3

Get ConnectGet ConnectED Find these materials at www.connectED.mcgraw-hill.com.

Reteach Masters A brief explanation, along with examples and exercises, for everylesson in the Student Edition (Two pages for Problem-SolvingLessons and one page per lesson for all other lessons) and included inthe Chapter Resource Masters

Self-Check Quizzes Students can check their understanding for each lesson and emailtheir results to the teacher

ChapterReadinessQuizzes

Online assessment to use at the beginning of each chapter in the Student Edition

Personal Tutor Online instructions for step-by-step solutions for the examples ofeach lesson in the student textbook

Math Songs Collections of songs, raps, and chants

Strategic InterventionGuide

Additional assessment with follow-up suggestions and activities forremediation

Additional Technology

ExamView® Assessment Suite

Networkable software includes a Worksheet Builder to makeworksheets and tests, a Student Module to take tests on-screen, and a Management System to keep student records

Grad





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1 Round the number shown below to the nearest 10. 1

A 50 B 60 C 70 D 80

2 Find the sum of 1,245 and 2,360. 2

F 2,505 G 3,505 H 3,595 J 3,605

3 TaLeah and two of her friends each have 20 stretchy 3 bracelets. How many bracelets do they have in all?

A 40 B 60 C 80 D 90

4 Which number sentences is true? 4

F 4 3 20 5 60 H 8 3 20 5 100 G 4 3 30 5 90 J 5 3 30 5 150

Diagnostic and

Placement

Grade 3

Name

Date

This test contains 30 multiple-choice questions. Work each problem in the space on this page. Select the best answer. Write the letter of the answer on the blank at the right.




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5 Each student has 8 marbles. Who has the greatest 5 fraction of black marbles?

A Pilar

B Bob

6 Which pizza is more than half eaten? 6

F H

G J

7 What number is located at Point A on the number 7 line below?

0

A

1 2

A 1 __ 4 B 1 __ 3 C 1 __ 2 D 2 __ 3

C Cathy

D Donte




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8 What fraction of the students chose apples 8 as their favorite fruit?

Favorite Fruits

Grapes

Bananas

Apples

1 2 3 4 5 6 7 8

F 4 __ 17 G 6 __ 17 H 7 __ 17 J 1 __ 2

9 Julia places 3 yellow, 4 red, 1 green, and 2 purple 9 candies in a bag. What candy color are 1 __ 10 of the candies?

A yellow B purple C red D green

10 Which fraction is equivalent to 2 __ 5 ? 10

F 1 __ 3 G 4 __ 10 H 4 __ 7 J 6 __ 10

11 Ms. Anna gave each of her 5 dance students 11 6 stickers at the end of dance class. Which can be used to find how many stickers she passed out in all?

A 5 3 6 B 5 1 6 C 6 2 5 D 7 3 5

12 Sam, Liana, Frank and Terrell went fishing. Each 12 person caught four fish. How many fish were caught all together?

F 8 G 4 H 12 J 16




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13 A teacher had 20 pieces of chalk. He wanted to 13 give each of his 5 students the same number of pieces. How many pieces of chalk should he give each student?

A 5 B 6 C 4 D 2

14 Fumiko has 35 soccer cards to pass out. He splits 14 them equally among 5 friends. Which number sentence shows how many soccer cards he gave each friend?

F 35 4 5 5 7 G 35 2 5 5 30 H 35 4 6 5 5 J 35 2 10 5 25

15 What is the missing number? 15 30, 32, 34, __, 38, 40, 42

A 33 B 35 C 36 D 37

16 Which of these can be used to check the answer 16 to the problem below?

40 4 5 5 8

F 4 3 10 5 40 G 2 3 20 5 40 H 10 1 10 1 20 5 40 J 5 3 8 5 40




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17 Look at the pattern in the table. 17

Starfish 1 2 3 4

Points 5 10 15 ?

How many points do 4 starfish have?

A 16 B 20 C 25 D 30

18 Onatah noticed wagons have 18 4 wheels. Which table could she use to determine the number of wheels on four of these wagons?

F Wagons 1 2 3 4

Wheels 4 6 8 10

G Wagons 1 2 3 4

Wheels 4 8 12 16

H Wagons 1 2 3 4

Wheels 4 8 16 20

J Wagons 1 2 3 4

Wheels 4 8 16 32

19 How many more CDs does Charles have than Stan? 19

A 3 B 5 C 30 D 20




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20 Look at the clocks. How long does the ballet 20 class last?

112

6 5

3

2

9

87

1011 112

6 5

3

2

9

87

1011

Start End

F a half hour H an hour and a half G an hour J two hours

21 Each apple weighs 6 ounces. How many 1-ounce 21 weights need to be added to the scale to make it

balanced?

A

B

C

D





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22 Estimate the length of the crayon to the nearest 22 half inch.

F 1 1 __ 2 inches G 2 1 __ 2 inches H 3 1 __ 2 inches J 4 1 __ 2 inches

23 Find the area of the rectangle. 23

A 8 square units C 10 square units B 9 square units D 12 square units

24 A rectangle has one side that measures 6 feet and 24 the other side measures 4 feet. Which of these cannot be used to find the area of the rectangle?

F 6 1 6 1 6 1 6 G 4 3 6 H 6 3 4 J 6 1 4

25 Franco got home from school at 3:40. 25 Fifteen minutes later he went outside to play. What time did he go outside to play?

A 3:45 B 3:50 C 3:55 D 4:00





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use. 26 Find the perimeter of the rectangle. 26

F 6 units G 8 units H 10 units J 12 units

27 Look at the two triangles. Which of the following 27 shapes could be made from the two triangles?

A B C D

28 What statement is true about the two figures? 28

F Both figures are rectangles. G Both figures are quadrilaterals. H Both figures have the same area. J Both figures are the same.

29 Which of the following shapes does not 29 have four sides?

A square B rectangle C rhombus D triangle

30 Sophie cut an orange into four equal sections. 30 She ate one of the sections. How much of the orange did she eat?

F 1 __ 4 G 1 __ 3 H 1 __ 2 J 3 __ 4



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Program: DPT Component: Test Workbook (AK)PDF Proof

Vendor: Aptara Grade: Grade K–Algebra 2

Dia

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34

5 E

ach

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. Who

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grea

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A

Pi

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B

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aten

? 6

F

F

H

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at P

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A o

n th

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r 7

B

lin

e be

low

?

0

A

12

A

1 __

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B

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3

C

1 __

2

D

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3

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1 R

ound

the

num

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how

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ares

t 10.

1

C

A

50

B

60

C

70

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80

2 F

ind

the

sum

of 1

,245

and

2,3

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2

J

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2,50

5 G

3,5

05

H

3,59

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3 T

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ave

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ll?

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B

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C

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D

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4 W

hich

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ue?

4

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F

4 3

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0 J

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5 1

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e

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the

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Answers (Grade 3)

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Dia

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ts

36

13

A te

ache

r had

20

piec

es o

f cha

lk. H

e w

ante

d to

1

3

C

gi

ve e

ach

of h

is 5

stu

dent

s th

e sa

me

num

ber

of

pie

ces.

How

man

y pi

eces

of c

halk

sho

uld

he

gi

ve e

ach

stud

ent?

A

5

B

6 C

4

D

2

14

Fum

iko

has

35 s

occe

r car

ds to

pas

s ou

t. H

e sp

lits

14

F

th

em e

qual

ly a

mon

g 5

frie

nds.

Whi

ch n

umbe

r

sent

ence

sho

ws

how

man

y so

ccer

car

ds h

e ga

ve

ea

ch fr

iend

?

F

35 4

5 5

7

G

35

2 5

5 3

0

H

35 4

6 5

5

J 35

2 1

0 5

25

15

Wha

t is

the

mis

sing

num

ber?

1

5

C

30

, 32,

34,

__,

38,

40,

42

A

33

B

35

C

36

D

37

16

Whi

ch o

f the

se c

an b

e us

ed to

che

ck th

e an

swer

1

6

J

to

the

prob

lem

bel

ow?

40

4 5

5 8

F

4 3

10

5 4

0

G

2 3

20

5 4

0

H

10 1

10

1 2

0 5

40

J 5

3 8

5 4

0

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5

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men

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8 W

hat f

ract

ion

of th

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app

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8

F

as

thei

r fav

orit

e fr

uit?

Fav

ori

te F

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s

Gra

pes

Ban

anas

App

les

12

34

56

78

F

4 _

_

17

G

6 _

_

17

H

7 _

_

17

J 1 __

2

9 J

ulia

pla

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3 ye

llow

, 4 re

d, 1

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en, a

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pur

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9

D

cand

ies

in a

bag

. Wha

t can

dy c

olor

are

1 _

_

10 o

f th

e ca

ndie

s?

A

ye

llow

B

pu

rple

C

re

d D

gr

een

10

Whi

ch fr

acti

on is

equ

ival

ent t

o 2 __

5 ?

1

0

G

F

1 __

3

G

4 _

_

10

H

4 __

7

J 6 _

_

10

11

Ms.

Ann

a ga

ve e

ach

of h

er 5

dan

ce s

tude

nts

1

1

A

6 st

icke

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t the

end

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cla

ss. W

hich

ca

n be

use

d to

find

how

man

y st

icke

rs s

he

pass

ed o

ut in

all?

A

5

3 6

B

5

1 6

C

6

2 5

D

7

3 5

12

Sam

, Lia

na, F

rank

and

Ter

rell

wen

t fis

hing

. Eac

h

12

J

pe

rson

cau

ght f

our f

ish.

How

man

y fis

h w

ere

ca

ught

all

toge

ther

?

F

8 G

4

H

12

J 16

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Answers (Grade 3)



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Dia

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men

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ts

38

20

Loo

k at

the

cloc

ks. H

ow lo

ng d

oes

the

balle

t 2

0

H

cl

ass

last

?

11

2 65

32

9 87

101

11

12 6

5

32

9 87

101

1

Sta

rtE

nd

F

a ha

lf ho

ur

H

an

hou

r and

a h

alf

G

an

hour

J

two

hour

s

21

Eac

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wei

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6 ou

nces

. How

man

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ounc

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1

C

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ts n

eed

to b

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ded

to th

e sc

ale

to m

ake

it ba

lanc

ed?

A

B

C

D

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men

t Tes

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17

Loo

k at

the

patt

ern

in th

e ta

ble.

17

B

Sta

rfis

h1

23

4

Poin

ts5

1015

?

H

ow m

any

poin

ts d

o 4

star

fish

have

?

A

16

B

20

C

25

D

30

18

Ona

tah

noti

ced

wag

ons

have

18

G

4

whe

els.

Whi

ch ta

ble

coul

d sh

e us

e

to d

eter

min

e th

e nu

mbe

r of w

heel

s

on fo

ur o

f the

se w

agon

s?

F

Wag

ons

12

34

Whe

els

46

810

G

W

agon

s1

23

4

Whe

els

48

1216

H

W

agon

s1

23

4

Whe

els

48

1620

J

Wag

ons

12

34

Whe

els

48

1632

19

How

man

y m

ore

CDs

does

Cha

rles

hav

e th

an S

tan?

1

9

C

A

3

B

5

C

30

D

20

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Answers (Grade 3)


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or c

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use

.




3

9

Dia

gnos

tic a

nd P

lace

men

t Tes

ts

39

D

iagn

ostic

and

Pla

cem

ent T

ests

22

Est

imat

e th

e le

ngth

of t

he c

rayo

n to

the

near

est

22

G

half

inch

.

F

1 1 __

2 in

ches

G

2 1 __

2 in

ches

H

3

1 __

2 in

ches

J

4 1 __

2 in

ches

23

Fin

d th

e ar

ea o

f the

rect

angl

e.

2

3

A

A

8

squa

re u

nits

C

10

squ

are

unit

s

B

9 sq

uare

uni

ts

D

12 s

quar

e un

its

24

A re

ctan

gle

has

one

side

that

mea

sure

s 6

feet

and

2

4

J

the

othe

r sid

e m

easu

res

4 fe

et. W

hich

of t

hese

ca

nnot

be

used

to fi

nd th

e ar

ea o

f the

rect

angl

e?

F

6 1

6 1

6 1

6

G

4 3

6

H

6 3

4

J

6 1

4

25

Fra

nco

got h

ome

from

sch

ool a

t 3:4

0.

25

C

Fi

ftee

n m

inut

es la

ter h

e w

ent o

utsi

de to

pla

y.

W

hat t

ime

did

he g

o ou

tsid

e to

pla

y?

A

3:

45

B

3:50

C

3:

55

D

4:00

027_

040_

DP

T_G

3_66

2454

.indd

39

9/20

/11

12:

16 P

M

Dia

gnos

tic a

nd P

lace

men

t Tes

ts

40

26

Fin

d th

e pe

rim

eter

of t

he re

ctan

gle.

26

J

F

6 un

its

G 8

uni

ts

H

10 u

nits

J

12 u

nits

27

Loo

k at

the

two

tria

ngle

s. W

hich

of t

he fo

llow

ing

2

7

C

sh

apes

cou

ld b

e m

ade

from

the

two

tria

ngle

s?

A

B

C

D

28

Wha

t sta

tem

ent i

s tr

ue a

bout

the

two

figur

es?

2

8

G

F

Bot

h fig

ures

are

rect

angl

es.

G

Bot

h fig

ures

are

qua

drila

tera

ls.

H

B

oth

figur

es h

ave

the

sam

e ar

ea.

J

Bot

h fig

ures

are

the

sam

e.

29

Whi

ch o

f the

follo

win

g sh

apes

doe

s no

t 2

9

D

ha

ve fo

ur s

ides

?

A

sq

uare

B

re

ctan

gle

C

rhom

bus

D

tr

iang

le

30

Sop

hie

cut a

n or

ange

into

four

equ

al s

ecti

ons.

3

0

F

She

ate

one

of t

he s

ecti

ons.

How

muc

h of

the

oran

ge d

id s

he e

at?

F

1 __

4

G

1 __

3

H

1 __

2

J 3 __

4

027_

040_

DP

T_G

3_66

2454

.indd

40

9/20

/11

12:

16 P

M

Answers (Grade 3)


grade k-algebra 2 · 2016-08-03 · grade k-algebra 2 simplify placement ... diagnostic and...

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