5th Grade Math Item Bank Questions...th Grade Math Item Bank . Question 3: Chloe uses 1 3 of a cup of sugar in her salad dressing recipe. How much sugar would Chloe used to make 2

5th Grade Math Item Bank Questions

January 2016

5th Grade Math Item Bank Standard 5.NF.4

Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. [5-NF4] a. Interpret the product (a/b) x q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a x q ÷ b. [5-NF4a] Example: Use a visual fraction model to show (2/3) x 4 = 8/3, and create a story context for this equation. Do the same with (2/3) x (4/5) = 8/15. (In general, (a/b) x (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas. [5-NF4b] Sample Targets: 1. I can multiply a whole number or fraction by a fraction. 2. I can prove my product is correct using visual models. 3. I can solve word problems involving multiplication by fractions. 4. I can find the area of a rectangle (with fractional side lengths) using a variety of strategies.

Question 1: John works at Country’s Barbecue Shop. The most popular sandwich, the barbeque sandwich, comes in two different sizes.

• The small size has 316

pound of pork

• The large size has 716

pound of pork John is making some sandwiches. The expression 4 x 7 ÷ 16 can be used to find the total number of pounds of barbeque that John is using to make the sandwiches. Based on the expression, which statement is true about the sandwiches that John is making?

a. John is making 4 large barbeque sandwiches. b. John is making 4 small barbeque sandwiches. c. John is making 7 large barbeque sandwiches. d. John is making 7 small barbeque sandwiches.

Question 2: Mr. Brown is starting to plan a garden in his backyard. The length and width of the garden that he has planted so far is shown.

What is the area, in square meters, of Mr. Brown’s garden?

a. 59 square meters

b. 79 square meters

c. 1 12 square meters

d. 1 23 square meters

5th Grade Math Item Bank Question 3: Chloe uses 1

3 of a cup of sugar in her salad dressing recipe. How much sugar would Chloe used to make 2

5 of a recipe?

Use pictures, numbers, and words to explain your thinking.

Question 4: Mika said, “I can represent 3 x 2

3 with 3 rectangles with a length of 2

3 each.”

Carol said, “I know that 2

3 x 3 can be thought of as 2

3 of 3. Is 3 copies of 2

3the same as 2

3 of 3?”

a. Draw a diagram to represent 2

3 of 3.

b. Explain why your picture and Mika’s picture together show that 3 x 23 = 2

3 x 3.

c. What property of multiplication do these pictures illustrate? Question 5: Standard 5NFB4a Ms. Case brought four 1-gallon containers of milk for a class breakfast. The students drank 5

8 gallon from each of the

four containers. Ms. Case wants to find the total number of gallons of milk that the students drank. Which expression can Ms. Case use to find the total amount of milk that the students drank?

a. 4 x 58

b. 4 + 58

c. 4 x 85

d. 4 + 85

Draw a model to show how you know which expression is correct.

5th Grade Math Item Bank Question 6: Standard 5NFB4b Robert has a table that is 7 ½ feet long and 2 ½ feet wide, as shown. 2 ½ ft. 7 ½ ft. What is the area of Robert’s table?

a. 18 ¾ sq. ft. b. 14 ¼ sq. ft. c. 15 sq. ft. d. 20 sq. ft.

Question 7: Standard 5.NFB4a Sam caught a fish that weighed 42 pounds. Ross caught a fish that weighed 2

3 as much as Sam’s fish. Which equation

can be used to find how many pounds Ross’s fish weighed?

a. 23 x 42 = �

b. (23 x 42) + 42 = �

c. 23 + 42 = �

d. (23 + 42) + 42 = �

Question 8: Standard 5.NFB4b A farmer’s rectangular potato field is 2

3 mile long and 2

5 mile wide. What is the area of the field?

a. 4

15 square mile

b. 215

square mile

c. 1 115

square miles

d. 2 215

square miles

Create a model to represent a field with different dimensions that would have the same area.

5th Grade Math Item Bank Question 9:

Miley designed a rectangular label to put on the front of her scrapbook. The label was 512

foot wide and 56 foot long.

What was the area, in square feet, of the label?

a.) 2 612

b.) 1 612

c.) 1018

d.) 2572

Question 10: William has 132 baseball cards. His brother has 5

6 as many baseball cards. How many baseball cards does his brother

have? Use numbers, words, and/or pictures to show how you know. Question 12:

Ask a question using mixed numbers about the grid. Describe how you came up with your dimensions. Question 13:

Tim really needs to start exercising so he plans to run 35 of a mile every weekday. If he keeps this schedule, how far will

Tim run in one week?

Question 14:

A gardener is going to plant tomatoes and other vegetables in his backyard. The gardener will only use 2/3 of his backyard for planting. Only ¼ of the area is for tomatoes. What fractional part of the backyard will be used to plant tomatoes? Use the grid to find the solution.

5th Grade Math Item Bank Question 15: Sample Targets: I can multiply a whole number or fraction by a fraction. I can prove my product is correct using visual models. Multiply. Draw a model to explain your thinking. a. 1

2 x 6 =

b. 1

2 x 7 =

c. 34 x 12 =

d. 2

5 x 30 =

e. 3

8 x 12 =

f. 56 x 35 =

g. 3

4 x 6

8 =

h. 23 x 45 =

Question 16: Julie’s mom used ¼ of a gallon of honey to bake 3 loaves of bread. If she used an equal amount of honey in each loaf, how much honey did she use in one loaf? Question 17:

Jan uses some honey to make lotion. If each bottle of lotion uses ¼ gallon of honey and she uses a total of 3 gallons, how many bottles of lotion can she make? Question 18:

The amount of wheat bran is 3 times the amount of raisins. How much wheat bran is used in the recipe?

Ingredients Raisins Buttermilk Brown Sugar Flour Amount ½ cup ¾ cup ¾ cup 1 cup

5th Grade Math Item Bank

45 unit

Question 19: Sample Target: I can find the area of a rectangle with fractional side lengths using a variety of strategies.

3/8 1/3

2/4

1/3

1/2

4/6

3/5 ½ ½

Question 20:

Dana works at a clothing store. She sold 15 of the green shirts on Monday and 3

12 of the total number of green shirts on

Tuesday. What fraction of green shirts did Dana sell on Monday and Tuesday? What fraction of green shirts did Dana not sell on Monday and Tuesday?

Question 21:

The shaded rectangle has a length of 23 unit and a width of 4

5 unit. Find the area of the rectangle.

1

15 square unit 2

3 unit


Question 22: Joe puts 4 tangerines in a bag. Each tangerine weighs 3

8 pounds. How much does the bag of tangerines

weigh?

If you add 2 more tangerines, what would be the weight of the bag of tangerines?

Question 23: Miles has 4 feet of string to make toys for his sisters’ cats. He wants to use the same amount of string for each toy. Each toy uses 3

4 feet of string. Create a model to determine if he has enough string for

each of his 3 toys.

Question 24: Construct two area models.

• Draw a model for a rectangle that measures 2 34 inches by 1

2 inches.

• Draw a model for another rectangle that measures 2 12 inches by 1 1

4 inches.

• Compare the two models to determine which has a greater area.

Question 25: Use the number line to model 6 x 2

3 and then use a different number line to model 2

3 x 6. How are

these similar and different?

Question 26: What are two fractions with a product close to one whole?

Question 27: Create a model for a rectangle with a length of 2

3 units and a width of 2

4 unit. What is the area of the

rectangle?

Question 28: Devon’s family drove to the city. They drove for 1 1

2 hours to get there. The return trip took only 4

5 of

the time of the original trip.

How long was the return trip? Use what you know about fractions to explain how you found your answer. Use numbers, words, and/or symbols in your explanation.

Question 29: A group of girl scouts used 1

3 of their camping supplies on Friday. They used 3

8 of their supplies left

from Friday on Saturday. How much of their camping supplies did they use during the two days?

5th Grade Math Item Bank Question 30: Write a story to go with the expression below and draw a visual representation to show the solution.

34

× 3

Question 31: Cheerleaders at Brookwood Elementary School want to raise money for their overnight cheer camp by selling brownies during the chili cook off contest. All of the pans are square. A pan of brownies costs $12. The customers can buy any fractional part of a pan of brownies and pay the fraction of $12.

For example, 1

2 of a full pan costs 1

2 of $12.

Mrs. Farmer wants to buy from a pan that is 14 full. She buys 1

3 of the remaining brownies in the pan.

What fractional part did she buy? How much did it cost?

Question 32:

There are 24 pencils in Byron’s pencil box. 34 of the pencils are mechanical pencils. How many of his

pencils are mechanical?

Question 33:

Mrs. Black is making 7 goodie bags as prizes for her homeroom. If she fills each goodie bag with 14

cups of candy, how much candy did she use in all?

Question 34:

Cheyenne is remodeling her bathroom. She plans to cover the bathroom floor with tiles that are each 1 square foot. Her bathroom is 5 1

2 feet wide and 8 1

4 feet long.

How many tiles will she need to cover the floor? Give an exact answer that includes the fractions of a tile she will need. Each unit square has been broken into sixteenths to allow precise measurements. Use the figure below to illustrate your answer.

5th Grade Math Item Bank Question 35: A meteorologist set up rain gauges at various locations around a city and recorded the rainfall amounts in the table below. Use the data in the table to create a line plot using 1

8 inches.

a. Which location received the most rainfall? b. Which location received the least rainfall? c. Which rainfall measurement was the most frequent? d. What is the total rainfall in inches?

Question 36: Rob is calculating the area of this rectangle. His strategy is to multiply the fractions. Since 3 × 5 = 15 and 1

3 × 1

4 = 1

12, he concludes that the area of the rectangle if 15 1

12 square feet. Is he correct? Why

or why not?

5 14

3 13


Question 37: The 5th grade classes at Brooksfield School used five identical buses to go on a fieldtrip.

• There were a total of 40 seats on each bus. • All of the four buses were filled. • The 5th bus had 4

5 of the seats filled.

• 18 of all passengers on the buses were adults.

How many adults went on the field trip with the 5th graders?

Question 38: Thomas bought a plot of land. He decided to use 1

2 of the land for planting vegetables. He planted

carrots on 13 of the land set aside for vegetables. How much of the entire plot of land was used for

carrots?

Create a representation demonstrating how much land was used for planting carrots.

5th Grade Math Item Bank Standard 5.NF.7

Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions. (Students able to multiply fractions in general can develop strategies to divide fractions in general by reasoning about the relationship between multiplication and division. However, division of a fraction by a fraction is not a requirement at this grade.) [5-NF7] a. Interpret division of a unit fraction by a nonzero whole number, and compute such quotients. [5-NF7a] Example: Create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) x 4 = 1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. [5-NF7b] Example: Create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 x (1/5) = 4. c. Solve real-world problems involving division of unit fractions by nonzero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. [5-NF7c] Examples: How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally' How many 1/3 -cup servings are in 2 cups of raisins' Sample Targets: 1. I can explain the relationship between multiplication, division, and fractions. 2. I can represent the context of a word problem (involving division of fractions) using models and equations. 3. I can solve word problems involving division of fractions using a variety of strategies.

Question 1:

May is making cookies for her school bake sale. To make one batch of cookies, she needs ¾ cup of sugar. Her mom has 4 cups of sugar in the bin. How many full batches of cookies will May be able to make? Use a visual fraction model to show the equation.

Question 2:

After a birthday party, 13 of a large cake was left. If this leftover cake was shared equally among 4 people, what fraction

of the whole cake did each person receive?

a. How can the information in the problem be represented by a visual fractional model?

b. What fraction of the whole cake did each person receive? Question 3: Aunt Mary’s Salad Dressing Recipe 13 cup olive oil

16 cup balsamic vinegar

pinch of herbs pinch of salt

a. How many cups of salad dressing will this recipe make? Write an equation to represent your thinking. Assume the herbs and salt do not change the amount of dressing.

b. If this recipe makes 6 servings, how much dressing would there be in one serving? Write a number sentence to represent your thinking.


Mr. Billings wrote the equation below on the board for his math class to solve.

16 ÷ 4 = �

• Lupe said that the solution is 24.

• Matt said that the solution is 1

24.

Who is correct? Use words, numbers, or models to explain your reasoning.

Question 5:

Maddie bought 2 large sub sandwiches for a party she was having. She cut each of the sandwiches into sixths to serve to the people at her party. How many total pieces of sandwich did she have? Justify your answer using models and equations.

Question 6:

A baker is making chocolate chip cookies. She has a total of 6 pounds of chocolate chips. She needs ¾ of a pound of chocolate chips to make one tray of cookies. How many trays of chocolate chip cookies can she make? Use what you know about fractions to explain why your answer is correct.

Question 7:

A tunnel is 34 mile long. There are 6 lights in the tunnel placed equal distances apart. Which equation and solution

shows the distance in miles, d, between the lights in the tunnel?

a. d = 34 ÷ 6

d = 1

8

b. d = 3

4 + 6

d = 6 3

4

c. d = 3

4 ÷6

d = 8

d. d = 34 x 6

d = 4 1

2


At the local amusement park, 19 of the total area is covered by 4 roller coasters of equal size. What area of the

amusement park is covered by one of the roller coasters? Use a visual model, words, or numbers to show how you know.

Question 9: Standard 5.NF7a Tamia has 1

4 yard of copper wire to use to make earrings. If Tamia uses the same amount of wire for each pair of

earrings, how much wire would she use for 9 pairs? Question 10: Standard 5.NF7b The school cafeteria has ordered 24 small pizzas from the local pizzeria to serve for the school’s pizza day. Each serving is ¼ of a small pizza. Explain why the school will need to order more pizzas if they estimate that 120 students will buy pizza on the next pizza day. Assume each of the 120 students will eat exactly 1 serving of pizza. Show your work to support your explanation. Question 11: Standard 5.NF7a A certain park has 1

5 of its area set aside for slides. This part of the park has 6 slides that are all the same size. Which

equation correctly shows how to find the fraction of the area of the total part taken up by 1 slide? a. 1

5 ÷ 6 = 1

5 x 16

b. 6 ÷ 1

5 = 6

1 x 5

1

c. 1

5 ÷ 6 = 5

1 x 1

6

d. 6 ÷ 1

5 = 1

6 x 1

5

5th Grade Math Item Bank Question 12: Standard 5.NF7b Raina correctly solved the equation shown by first rewriting it.

7 ÷ 13 = b

What is the solution to Raina’s equation?

a. 21

b. 121

c. 2 13

d. 3

7

Question 13: Standard 5.NF7c Max, Jamie, and Isa equally shared ½ of a pie. Which fraction of the whole pie did each of them receive? Explain how you know using pictures, words, and/or numbers.

Question 14: Dan has a board that measures 5 feet in length. How many ¼ foot long pieces can Dan cut from the board? Show the work you do in order to solve the problem.

Question 15: Place the expressions in order from least to greatest according to their values. 19 ÷ 2

7 ÷ 1

4

15 ÷ 3

16 ÷ 4

3 ÷ 1

10

5th Grade Math Item Bank Question 16: Write a story problem for 4 ÷ 1

8.

Question 17: Nora and Mark each have the same length wall shelves that are divided into sections for the different kinds of toy cars in their car collections. Nora has 5 shelves, each with sections that are 1

3 of the shelf long. Mark has 6 shelves, and each

section is equal to 14 of the entire shelf. How many sections do Nora and Mark each have on their shelves? Explain.

Question 18: How much ice cream will each child get at a party if there are 4 quarts of ice cream and 16 kids? Question 19: Explain how you can use multiplication to find the quotient of 2 ÷ 1

10. Then explain how you can use multiplication to

check your work. Question 20:

In class, Sally and Todd are talking about the difference between “13 times 6” compared to “1

3 divided by 6.” Their teacher

asked them to draw a picture and to write a story problem for each expression. What would Sally and Todd’s work look like? Write a sentence explaining how your pictures are different. Question 21:

Solve the problem ½ divided by 4 using both a visual fraction model and a number line. Write a word problem that matches the problem. Question 22:

Sarah has begun saving half dollar coins. She has $6.00 worth of coins. How many half dollar coins does Sarah have? Draw a model to support your solution. Write an equation for this problem. Question 23: Bryan made 4 small pies. He cut each into equal-size servings. Each serving is ½ of a pie. How many servings are in the pies Bryan made? Question 24: Rhonda has ½ of a large pizza left over. She cuts it into 4 servings that are each the same size. What part of the pizza is each serving?

5th Grade Math Item Bank Question 25: Three acres of a park are used for a community garden. The garden is divided into plots. Each person who wants a garden gets one plot. Each plot is 1

8 acre. How many garden plots are in the park?

Question 26: Alysha really wants to ride her favorite ride at the amusement park one more time before her parents pick her up at 2:30 pm. There is a very long line at this ride, which Alysha joins at 1:50 pm (point A in the diagram below). Alysha is nervously checking the time as she is moving forward in the line. By 2:03 she has made it to point B in line. What is your best estimate for how long it will take Alysha to reach the front of the line? If the ride lasts 3 minutes, can she ride one more time before her parents arrive?

Question 27:

Create a word problem and draw a tape diagram for the following expression and then solve. 2 ÷ 1

3

Question 28:

The soccer league is having a pizza party. There are 24 pizzas. Each person gets 13 of a pizza. How many

people can be fed from 24 pizzas? Question 29: Doris buys one package each of the 1 pound, 2 pound, and 4 pound packages of ground turkey to make burgers. How many 1

4 pound burgers can she make? Show your work and draw a representation to

justify your answer. Question 30: A store sells 1

4 pound of almonds for $2.00.

Marco used 14 ÷ 2 = _____ to find how many pounds of almonds he can buy for $1.00

Danner used 2 ÷ 14 to find how many pounds of almonds she can buy for $1.00.

Who is correct? Explain your answer.

5th Grade Math Item Bank Question 31: Create a model in which 1

2 of something is divided into 4 equal parts. Compose a word problem based

on the model. Question 32: Kelani is painting his room. He needs 1

3 of a gallon to paint the whole room. What fraction of a gallon

will he need for each of his 4 walls if he uses the same amount of paint on each wall? Explain your work and draw a picture. Question 33: Four classmates were asked to decorate 1

5 of the classroom bulletin board. What fraction of the entire

bulletin board did each classmate decorate? Create a model to show your answer. Question 34: A package contains 4 cups of oatmeal. There is 1

3 cup of oatmeal in each serving. How many servings

are there in the package? Explain your answer and draw a picture to illustrate your solution. Question 35: Avery and Megan are cutting paper to make origami stars. They need 1

5 of a sheet of paper in order to

make each star. If they have 6 sheets of paper, how many stars can they make? Explain your work and draw a picture to support your reasoning. Question 36:

Banana Pudding 2 cups sour cream 5 cups whipped cream 3 cups vanilla pudding mix 4 cups milk 8 bananas Carol is making her special banana pudding recipe. She is looking for her cup measure, but can only find her quarter cup measure. How many quarter cups does she need for the sour cream? Draw a picture to illustrate your solution, and write an equation that represents the situation. How many quarter cups does she need for the milk? Draw a picture to illustrate your solution, and write an equation that represents the situation.

5th Grade Math Item Bank Question 37: Solve the four problems. Which of the problems can be solved by finding 3 ÷ 1

2 ?

• Samson buys a three-foot-long sandwich for a party. She then cuts the sandwich into pieces, with

each piece being 12 foot long? How many pieces does she get?

• Paul makes 3 quarts of soup for dinner. His family eats half of the soup for dinner. How many

quarts of soup does Phil’s family eat for dinner? • A pirate finds three pounds of gold. In order to protect his riches, he hides the gold in two treasure

chests, with an equal amount of gold in each chest. How many pounds of gold are in each chest? • Levi used half of a bag of flour to make bread. If he used 3 cups of flour, how many cups were in

the bag?

Question 38: A candy manufacturer is making changes to the sizes of its candy bars shaped in rectangular prisms. They want to keep the length and width the same, but multiply the height by 5

10.

If this is done, how will the new volume compare to the volume of the original candy bar? Question 39: Mona is making sugar cookies for her church bake sale. To make one batch of cookies she needs 3

4 cup

sugar. Her mom has 4 cups of sugar in the bin. How many full batches of sugar cookies will Mona be able to make?

Question 40: Every day, Ben’s cat needs 1 3

4 cups of dry food and 2 1

4 cups of wet food. Ben picks up one bag of dry

cat food that contains 16 cups and a large container of wet cat food that has contains 12 cups. How many days will Ben be able to feed his cat the specified diet?


Standard 5.MD.2

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Use operations on fractions for this grade to solve problems involving information presented in line plots. [5-MD2] Example: Given different measurements of liquid in identical beakers, find the amount of liquid each beaker would contain if the total amount in all the beakers were redistributed equally. Sample Targets: 1. I can make a line plot to display a data set involving fractions of a measurement unit. 2. I can use information from a line plot to solve problems.

Question 1: Jan filled 5 containers with water. The amounts of water in the containers are shown below: 12 liter, 1

4 liter, 1

8 liter, 1

2 liter, 3

8 liter

Draw a line plot that correctly shows the amount of water in the containers Jan filled.

Question 2: A chef used different amounts of milk when making pancakes, depending on the number of pancakes ordered. The results are shown below:

½ ¼ ½ ¾ ½ ¾ ½ ¼ ½ ½ ___│________________│________________│___ 1

4 1

2 3

4

How much milk did the chef use if he only measured in ¼ cup amounts? How much milk did he use if he only measured in ½ cup amounts? How much milk did the chef use if he only measured in ¾ cup amounts? How much milk is used in all? What is the average amount of milk used for an order of pancakes? Question 3:


Each student in Mrs. Jackson’s classroom measured their pencil to the nearest 18 inch. Below are the measurements of

each student’s pencil length. Create a line plot based on this data.

Question 5:

A cellular phone company collected data about how much time customers spend on the phone. The data displays the fraction of an hour customers spend on the phone on one day. Use the data to create a line plot according to the guidelines.

a. Give the plot a proper title – include units.

b. Label the axis correctly.

c. Plot the data

¾ ¼ ½ ¾ ½ ½

¼ ¾ ¼ ½ ¼ ¾

Question 6:


Question 7:

A group of students measured the length of some used colored pencils. This list shows the measurements of different pencil colors to the nearest ½ inch. Make a line plot of the data. Fire Red: 1 inch Sky Blue: 1 ½ inches Blush: 2 ½ inches Eggplant: 1 ½ inches Pumpkin: 2 ½ inches Pine Green: 1 ½ inches Mahogany: 2 inches Plum: 1 ½ inches Lemon Yellow: 1 inch Mist Gray: 3 inches

Question 8:

Nick’s cellphone is the shortest phone shown in the line plot. His phone is shaped like a rectangle the width of 2 inches. What is the area of Nick’s cell phone? Question 9:

What is the range of the data in the Cell Phone Lengths line plot above?

5th Grade Math Item Bank Question 10: A meteorologist set up rain gauges at various locations around a city and recorded the rainfall amounts in the table below. Use the data in the table to create a line plot using 1

8 inches.

a. Which location received the most rainfall? b. Which location received the least rainfall? c. Which rainfall measurement was the most frequent? d. What is the total rainfall in inches?

Location

Rainfall Amount (inches)

1

18

2

38

3

34

4

34

5

14

6

114

7

18

8

14

9

1

10

18

Question 11: Six students had a contest to see who could run the furthest. The table below displays the data from their run. Create a line plot using the data and then answer the questions below.

a. What is the difference between the longest and shortest distance? b. Which two people ran the same distance? How do you know?

Brooke

168 miles

Corey

214 miles

Brian

2 miles Tina

114 miles

Jarvis

112 miles Khloe

124 miles

Question 12:

A baker had 10 sacks containing the following amounts of flour: 4 1

2 lbs., 3 1

4lbs., 2 1

2 lbs., 2 1

2 lbs., 4 lbs., 3 1

4 lbs., 4 1

4 lbs., 5 lbs., 2 1

2 lbs., 3 1

4 lbs.

a. Arrange the measurements on a line plot. b. If the baker redistributed the flour equally among the ten bags, how much flour would be in each

bag? Explain your thinking.

5th Grade Math Item Bank Question 13: Jeremy was telling his mom about his track meet today. He said he competed in 8 races and ran 2 miles! If Jeremy’s races were a variety of lengths, which of the 2 line plots below could represent his races? Please explain your answer by giving evidence from the line plots to support why each line plot supports or does not support his story.

Question 14: Give the line plot below a title. Then create a story problem to describe the data on the line plot.

Question 15: Measure the height of each student to the nearest 1

2, 14, 18 and create a line plot. Answer the following

questions about the data:

a. What is the difference from the shortest student to the tallest student? b. What is the most common height in our class? c. What is the average height in our class?

Question 16: The list below shows the number of miles John biked each day for 12 days. Make a line plot to display the data.

6 34, 7, 6 1

2, 7 1

4, 7, 7 1

2, 6 3

4, 7 1

2, 6 3

4, 6 1

2, 7 3

4, 6 1

4

5th Grade Math Item Bank Question 17: You and your partner will need fraction cards made from this set:

a. Label a line plot with 18's. Cut out and divide the cards evenly between the two players,

laying them face-down. Each partner will choose one of their face-down cards and turn it over. The team will then add their fractions together. For each turn, each team will record their sum on a line plot. Each team should have 12 data points marked on their line plot.

b. Look at the line plot. Which values came up the most? Which values did not come up?

c. The tick marks on the number line correspond to eighths. Which of the eighths will never come up as a sum of two of these cards? Why?

d. You want to improve the game so that it is possible for two fractions to sum to 78. Name

one fraction card that you could add to the deck and explain why your new card would now make it possible to have 7

8 as a sum of two cards.

Question 18: Create a line plot to display the data below. Choose a possible title and label the axis. Record three facts about the data.

Green: 5 12 Blue: 5 3

4 Purple: 5 3

8

Red: 5 18 Orange: 4 5

8 White: 5 1

8

5th Grade Math Item Bank Question 19: The class grew lima beans and measured them at the end of the week.

Group Height in inches

1 1 2 1 ½ 3 1 ½ 4 ¾ 5 2 6 1 ¾ 7 1 ¼ 8 1 9 1

10 1 ½

a. Make a line plot to show the bean data. b. What is the average height of the plants? c. What is the difference between the shortest and tallest bean plants?

Question 20: Analyze the data to find out the difference between the width of the greatest number of flowers and the width of the least number of flowers. Create a line plot to support your analysis.

Width (nearest

⅛ in.)

Frequency

1 ⅞ 3 1 ¾ 0 1 ⅝ 2 1 ½ 1 2 4

2 ⅛ 6 2 ¼ 0 2 ⅜ 4


Estimate the length of your pencil to the nearest inch. ______________

a. Using a ruler, measure your pencil strip to the nearest 1

2 inch and mark the measurement with an X

above the ruler below. Construct a line plot of your classmates’ pencil measurements.

b. Using a ruler, measure your pencil strip to the nearest 1



c. Using a ruler, measure your pencil strip to the nearest 1



d. Use all three of your line plots to complete the following.

Compare the three plots, and write one sentence that describes how the plots are alike and one sentence that describes how they are different.

What is the difference between the measurements of the longest and shortest pencils on each of the three line plots?

Write a sentence describing how you could create a more precise ruler to measure your pencil strip.

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5th Grade Math Item Bank Questions...th Grade Math Item Bank . Question 3: Chloe uses 1 3 of a cup of sugar in her salad dressing recipe. How much sugar would Chloe used to make 2