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Math K-6 Approved

This unit focuses on counting from 1 to 10. Students will learn to count to 10 by ones, write numbers from 1 to 10, and represent a number of objects with the correct written numeral up to 10. The unit assessment evaluates students' understanding of counting to 10 and representing quantities with numerals.

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0% found this document useful (0 votes)

674 views480 pages

Math K-6 Approved

Uploaded by

Jessmart Manaois

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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Tri-District

Math K - 6
Curriculum
2014

Mr. Patrick Fletcher Mr. Matthew Wilson Dr. Tova Ben-Dov

Superintendent Superintendent/ Superintendent
River Dell Regional Schools Oradell Public School River Edge Public Schools

Ms. Lorraine Brooks Ms. Megan Bozios Ms. Denise Heitman

Principal Principal Principal
River Dell High School Oradell Public School Cherry Hill School

Mr. Richard Freedman Ms. Marisa Kossoy

Principal Mr. William Feldman Principal
River Dell Middle School Tri-District Supervisor Roosevelt School
Curriculum and Instruction

Tri-District Math Committee

Jennifer Ali
Kristen Crawford
Toni Violetti
Kaitlyn Burke
Jamie Caruana
Scott Duthie
Helen Kapp
Kristin Karam
June Karpowich
Amy Kennedy
Jamie Krupka
Kelly Wendrychowicz
Introduction
For more than a decade, research studies of mathematics education in high-performing
countries have concluded that mathematics education in the United States must
become substantially more focused and coherent in order to improve mathematics
achievement in this country. To deliver on this promise, the mathematics standards
were designed to address the problem of a curriculum that is “a mile wide and an inch
deep.”

The new standards build on the best of high-quality math standards from states across
the country. They also draw on the most important international models for
mathematical practice, as well as research and input from numerous sources, including
state departments of education, scholars, assessment developers, professional
organizations, educators, parents and students, and members of the public.

The math standards provide clarity and specificity rather than broad general statements.
They follow a design that not only stresses conceptual understanding of key ideas but
also the organizing principles such as place value and the laws of arithmetic to structure
those ideas.

In addition, the sequence of topics and performances outlined in the body of math
standards respects what is known about how students learn, namely, that developing
sequenced obstacles and challenges for students, absent from the insights about
meaning that derive from careful study, is unwise. Therefore, the development of the
standards began with research-based learning progressions detailing what is known
today about how students’ mathematical knowledge, skill, and understanding develop
over time. The knowledge and skills students need to be prepared for mathematics in
college, career, and life are woven throughout the mathematics standards.

These standards define what students should understand and be able to do in their
study of mathematics. Teachers are required to assess understanding by asking the
student to justify, in a way that is appropriate to the student’s mathematical maturity,
why a particular mathematical statement is true or where a mathematical rule comes
from. Mathematical understanding and procedural skill are equally important, and both
are assessed by using mathematical tasks of sufficient richness.

The assessments contained in this curriculum document reflect the level of rigor
represented in the PARCC assessment and the NJ state Model Curriculum for Math.
They serve as guideposts for teachers in determining the level of preparedness
students need to reach. The Resource section will continue to evolve as teachers plan
their lessons and gather more resources to teach the units.

Oradell, River Dell and River Edge Public School District Page 2
Math K – 6
APPROVED October 2014
TABLE OF CONTENTS

Scope & Sequence

Kindergarten Page 5

Grade 1 Page 18

Grade 2 Page 30

Grade 3 Page 44

Grade 4 Page 60

Grade 5 Page 77

Grade 6 Page 94

Unit Assessments

Oradell, River Dell and River Edge Public School District Page 3
Math K – 6
Approved October 2014
SCOPE & SEQUENCE

Scope & Sequence

K-6 Math Curricula

Kindergarten 4 5 4 7 7 5

1st Grade 6 6 9 6 5

2nd Grade 6 6 6 4 4 6

3rd Grade 4 6 6 6 6 4

4th Grade 4 4 5 5 5 5 4

5th Grade 3 6 5 5 5 4 4

6th Grade 4 6 5 4 4 5 4

0 32
Number of Weeks

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7

Oradell, River Dell and River Edge Public School District Page 4
Math K – 6
Approved October 2014
KINDERGARTEN
MATH UNITS

Unit 1: Counting from 1 to 10

Unit 2: Counting from 11 to 20 & Counting by 10s

Unit 3: Measurement & Data

Unit 4: Addition

Unit 5: Subtraction

Unit 6: Shapes

Oradell, River Dell and River Edge Public School District Page 5
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 1: COUTING FROM 1 TO 10

STATE STANDARDS
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make us of structure.
8. Look for and express regularly in repeated reasoning.

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.

CSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

CCSS.MATH.CONTENT.K.CC.B.4
Understand the relationship between numbers and quantities; connect counting to
cardinality.

CCSS.MATH.CONTENT.K.CC.B.4.A
When counting objects, say the number names in the standard order, pairing each
object with one and only one number name and each number name with one and only
one object.

CCSS.MATH.CONTENT.K.CC.B.4.B
Understand that the last number name said tells the number of objects counted. The
number of objects is the same regardless of their arrangement or the order in which
they were counted.

CCSS.MATH.CONTENT.K.CC.B.4.C
Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line,
a rectangular array, or a circle, or as many as 10 things in a scattered configuration;
given a number from 1-20, count out that many objects.

Oradell, River Dell and River Edge Public School District Page 6
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
Whole numbers are used to describe sets of objects.

ESSENTIAL QUESTIONS
 What are the names of numbers and where to they occur in a count sequence?
 How do you count to describe the number of objects?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Count to 10 by ones
 Write numbers from 1-10
 Represent the correct number of objects up to 5
 Understand the relationship between numbers and quantities
 Say the number names in the standard order pairing each number name with
only one object
 Understand that the last number said indicates the number of objects counted-
(K.CC.4b)
 Understand that the next number in counting is always one greater than the
previous number
 Answer “How many?” about groups of objects up to 10 arranged in a line or up to
5 scattered.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 7
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 2: COUNTING FROM 11 TO 20 & COUNTING BY 10’S

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.

CCSS.MATH.CONTENT.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of
having to begin at 1).

CCSS.MATH.CONTENT.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20
(with 0 representing a count of no objects).

CCSS.MATH.CONTENT.K.CC.C.6
Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group, e.g., by using matching and counting
strategies.

CCSS.MATH.CONTENT.K.CC.C.7
Compare two numbers between 1 and 10 presented as written numerals.

CCSS.MATH.CONTENT.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones,
e.g., by using objects or drawings, and record each composition or decomposition by a
drawing or equation (such as 18 = 10 + 8); understand that these numbers are
composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Oradell, River Dell and River Edge Public School District Page 8
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
By working with numbers 11-19 lays the foundation for the understanding of place
value.

ESSENTIAL QUESTIONS
 What does the number 0 represent?
 How do you identify which group has the larger number of objects?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Count as many as 20 things, in a line and 10 things scattered
 Count to 50 by ones
 Count by tens, up to 50
 Count forward beginning from a given number
 Identify whether the number of objects in a group is >,<,= to the number of
objects in another group
 Compare 2 numbers between 1 and 10 presented as written numerals
 Write numbers from 11-20
 Compose and decompose numbers from 11-19 into tens and ones
 Record each composition and decomposition using equations or drawings

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 9
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 3: MEASUREMENT & DATA

CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several
measurable attributes of a single object.

CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which
object has "more of"/"less of" the attribute, and describe the difference. For example,
directly compare the heights of two children and describe one child as taller/shorter.

CCSS.MATH.CONTENT.K.MD.B.3
Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count.1

CCSS.MATH.CONTENT.K.CC.A.1
Count to 100 by ones and by tens.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Objects have measurable attributes.

ESSENTIAL QUESTIONS
 How can you describe measurable attributes?
 How can you classify objects according to those attributes?

Oradell, River Dell and River Edge Public School District Page 10
Math K – 6
Approved October 2014
UNIT ASSESSMENT (See appendix Unit assessment)
Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Introduce the concept of length, longer, shorter
 Introduce the concept of weight, heavier, lighter
 Describe measurable attributes of objects, such as length and weight
 Compare objects based on a shared attribute
 Determine if compared objects are more or less based on attribute
 Classify objects into given category
 Count the number of objects in each category (no more than 10)
 Sort categories by count
 Count to 100 by ones and tens – reinforce with 100 days of school activities,
counting and grouping objects

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 11
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 4: ADDITION

CCSS.MATH.CONTENT.K.OA.A.1
Represent addition and subtraction with objects, fingers, mental images, drawings1,
sounds (e.g., claps), acting out situations, verbal explanations, expressions, or
equations.

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.3
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by
using objects or drawings, and record each decomposition by a drawing or equation
(e.g., 5 = 2 + 3 and 5 = 4 + 1).

CCSS.MATH.CONTENT.K.OA.A.4
For any number from 1 to 9, find the number that makes 10 when added to the given
number, e.g., by using objects or drawings, and record the answer with a drawing or
equation.

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 12
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Addition is a function of putting together and adding to.

ESSENTIAL QUESTIONS
 What are the different ways to represent addition?
 How do you identify using addition in word problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Introduce the concept of addition as putting together and adding to
 Represent addition with objects, fingers, mental images and drawings
 Solve addition problems within 10
 Decompose numbers less than or equal to 10 into pairs in more than one way
 For any number 1-9, find the number that makes 10
 Fluently add within 5

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 13
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 5: SUBTRACTION

CCSS.MATH.CONTENT.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by
using objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.OA.A.5
Fluently add and subtract within 5.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Subtraction is a function of taking apart and taking from.

ESSENTIAL QUESTIONS
 What are the different ways to represent subtraction?
 How do you identify using subtraction in word problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

Oradell, River Dell and River Edge Public School District Page 14
Math K – 6
Approved October 2014
LESSON SKILLS & OBJECTIVES
Students will be able to…
 Introduce the concept of subtraction as taking apart and taking from
 Represent subtraction with objects, fingers, mental images and drawings
 Solve subtraction problems within 10
 Fluently subtract within 5

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 15
Math K – 6
Approved October 2014
MATH KINDERGARTEN CURRICULUM
UNIT 6: SHAPES

CCSS.MATH.CONTENT.K.G.A.1
Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind,
and next to.

CCSS.MATH.CONTENT.K.G.A.2
Correctly name shapes regardless of their orientations or overall size.

CCSS.MATH.CONTENT.K.G.A.3
Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional
("solid").
Analyze, compare, create, and compose shapes.

CCSS.MATH.CONTENT.K.G.B.4
Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences, parts
(e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of
equal length).

CCSS.MATH.CONTENT.K.G.B.5
Model shapes in the world by building shapes from components (e.g., sticks and clay
balls) and drawing shapes.

CCSS.MATH.CONTENT.K.G.B.6
Compose simple shapes to form larger shapes.

BIG IDEAS/COMMON THREADS

All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.
Oradell, River Dell and River Edge Public School District Page 16
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Shapes can be used to describe objects in our environment.

ESSENTIAL QUESTIONS
 How can shapes be identified and described?
 How can shapes be compared and created?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Describe objects in the environment using shapes
 Describe relative position using terms, above, below, beside, in front of, behind,
next to
 Correctly name shapes- circle, square, triangles, rectangles, hexagons, cubes,
cones, cylinders spheres.
 Create and compose shapes
 Compare 2 dimensional and 3 dimensional shapes in different sizes, describe
similarities and differences
 Use language to describe shapes such as number of sides, corners/vertices
 Model shapes in the world by building and drawing shapes
 Compose simple shapes to form larger ones

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 17
Math K – 6
Approved October 2014
GRADE 1
MATH UNITS

Unit 1: Adding & Subtraction within 20

Unit 2: Solving Problems Using Addition & Subtraction Using 3 Numbers

Unit 3: Extending Counting Sequence & Place Value

Unit 4: Measurement

Unit 5: Shapes & Their Attributes

Oradell, River Dell and River Edge Public School District Page 18
Math K – 6
Approved October 2014
MATH GRADE 1 CURRICULUM
UNIT 1: ADDING & SUBTRACTING WITHIN 20 USING 2 NUMBERS

CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in
all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.

CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 =
11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add
2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 =
12. (Associative property of addition.)

CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem.

CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

BIG IDEAS/COMMON THREADS

All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.
Oradell, River Dell and River Edge Public School District Page 19
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
There are strategies that can be employed for adding and subtracting larger whole
numbers.

ESSENTIAL QUESTIONS
 What properties of operations can be applied in doing addition and subtraction?
 What is the relationship between addition and subtraction?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Relate counting to addition and subtraction
 Add and subtract within 20 using 2 numbers.
 Demonstrate fluency for addition and subtraction within 10
 Understand subtraction as an unknown- addend problem- (ex. subtract 10-8 by
finding the number that makes 10 when added to 8)
 Use addition and subtraction within 20 to solve word problems
 Apply properties of operations as strategies to add and subtract such as
commutative property of addition- ( ex. 8+3=11 the 3+8=11)

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 20
Math K – 6
Approved October 2014
MATH GRADE 1 CURRICULUM
UNIT 2: SOLVING PROBLEMS INVOLVING ADDITION &
SUBTRACTION USING 3 NUMBERS

CCSS.MATH.CONTENT.1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less
than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for
the unknown number to represent the problem.

CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false. For example, which of the following equations are true
and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.

CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating
three whole numbers.

Oradell, River Dell and River Edge Public School District Page 21
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
There are strategies that can be employed for adding and subtracting larger whole
numbers.

ESSENTIAL QUESTIONS
 What properties of operations can be applied in doing addition and subtraction?
 What is the relationship between addition and subtraction?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Add and subtract within 20, using three numbers, include making 10 (ex. 8+6=
8+2+4=10+4=14) and decomposing 10. (ex. 13-4=13-3-1=10-1=9)
 Create equivalent and easier known sums (ex. Adding 6+7 by creating the known
equivalent 6+6+1=12+1=13)
 Apply properties of operations to add and subtract such as the associative
property of addition (ex. 2+6+4=2+10=12)
 Solve word problems that call for the addition of three whole numbers whose
sum is less than 20.
 Understand the meaning of an equal sign, determine if equations are true or false
(ex. 7=8-1)
 Determine the unknown whole number in an addition or subtraction equation.
(ex. 8+?=11)

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 22
Math K – 6
Approved October 2014
MATH GRADE 1 CURRICULUM
UNIT 3: EXTENDING COUNTING SEQUENCE AND PLACE VALUE

STATE STANDARDS

Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make us of structure.
8. Look for and express regularly in repeated reasoning.

CCSS.MATH.CONTENT.1.NBT.A.1
Count to 120, starting at any number less than 120. In this range, read and write
numerals and represent a number of objects with a written numeral.

CCSS.MATH.CONTENT.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and
ones. Understand the following as special cases

CCSS.MATH.CONTENT.1.NBT.B.2.A
10 can be thought of as a bundle of ten ones — called a "ten."

CCSS.MATH.CONTENT.1.NBT.B.2.B
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six,
seven, eight, or nine ones.

CCSS.MATH.CONTENT.1.NBT.B.2.C
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six,
seven, eight, or nine tens (and 0 ones).

CCSS.MATH.CONTENT.1.NBT.B.3
Compare two two-digit numbers based on meanings of the tens and ones digits,
recording the results of comparisons with the symbols >, =, and <.

CCSS.MATH.CONTENT.1.NBT.C.4
Add within 100, including adding a two-digit number and a one-digit number, and adding
a two-digit number and a multiple of 10, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method and explain
the reasoning used. Understand that in adding two-digit numbers, one adds tens and
tens, ones and ones; and sometimes it is necessary to compose a ten.
Oradell, River Dell and River Edge Public School District Page 23
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.1.NBT.C.5
Given a two-digit number, mentally find 10 more or 10 less than the number, without
having to count; explain the reasoning used.

CCSS.MATH.CONTENT.1.NBT.C.6
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90
(positive or zero differences), using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method and explain the reasoning used.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Understanding of place value and properties of operations allow for more sophisticated
strategies that can be applied to solve addition and subtraction problems.

ESSENTIAL QUESTIONS
How can the counting sequence be extended?
 What is the significance of understanding place value?
 How can place value and properties of operations be used in addition and
subtraction?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Count to 120 starting at any number less than 120.
 Represent a number of objects with a written numeral
 Understand that 2 digit numbers consist of amounts of tens and ones
 Understand that 10,20,30, 40, 50, etc. are one, two, three, four, five, tens
 Compare two digits based on tens and ones and determine if the numbers are
<,>,=.
 Add within 100, include a one digit number and a two digit number
 Add within 100, include adding a two digit number and a multiple of 10
 Understand that in adding two digit numbers it involves adding tens and tens,
ones and ones, and sometimes it is necessary to compose a ten

Oradell, River Dell and River Edge Public School District Page 24
Math K – 6
Approved October 2014
 Mentally be able to find 10 more or 10 less of a given number, explain the
reasoning.
 Subtract multiples of 10 from multiples of 10 within 10-90, use multiple strategies.
Be able to explain reasoning.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 25
Math K – 6
Approved October 2014
MATH GRADE 1 CURRICULUM
UNIT 4: MEASUREMENT

CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a
third object.

CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple
copies of a shorter object (the length unit) end to end; understand that the length
measurement of an object is the number of same-size length units that span it with no
gaps or overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.

CCSS.MATH.CONTENT.1.MD.B.3
Tell and write time in hours and half-hours using analog and digital clocks.

CCSS.MATH.CONTENT.1.MD.C.4
Organize, represent, and interpret data with up to three categories; ask and answer
questions about the total number of data points, how many in each category, and how
many more or less are in one category than in another.

CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the
relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows
Oradell, River Dell and River Edge Public School District Page 26
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Approved October 2014
12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by
creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
There are processes and concepts that contribute to a deeper understanding of the
significance of measurement like iterating and the transitive principle for indirect
measurement.

ESSENTIAL QUESTIONS
 How can you measure lengths indirectly and by iterating unit lengths?
 How do you tell and write time?
 How do you represent and interpret data?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Introduce the concept of measurement
 Order objects by length and compare the length of two objects indirectly by using
a third object
 Express the length of an object as a whole number of length units
 Understand that the length of an object is the number of the same size length
with no spans or overlaps.
 Use addition and subtraction within 20 to solve word problems regarding length
 Demonstrate fluency for addition and subtraction within 10 to solve problems
involving length
 Understand how to tell time using a digital and analog clock
 Write time using a digital and analog clock
 Organize data in a chart or table with up to three categories
 Interpret total number of data points, how many are in each category and how
many more or less are in one category
RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 27
Math K – 6
Approved October 2014
MATH GRADE 1 CURRICULUM
UNIT 5: SHAPES AND THEIR ATTRIBUTES

CCSS.MATH.CONTENT.1.G.A.1
Distinguish between defining attributes (e.g., triangles are closed and three-sided)
versus non-defining attributes (e.g., color, orientation, overall size); build and draw
shapes to possess defining attributes.

CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-
circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular cylinders) to create a composite shape,
and compose new shapes from the composite shape.1

CCSS.MATH.CONTENT.1.G.A.3
Partition circles and rectangles into two and four equal shares, describe the shares
using the words halves, fourths, and quarters, and use the phrases half of, fourth of,
and quarter of. Describe the whole as two of, or four of the shares. Understand for these
examples that decomposing into more equal shares creates smaller shares.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 28
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Shapes have unique attributes that can be combined or decomposed, forming shapes
with different attributes.

ESSENTIAL QUESTIONS
 What are the whole/part relationships when building shapes?
 How do shapes appear relative to different perspective and orientation?
 What are the geometric attributes of different shapes?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Distinguish between defining attributes versus non-defining attributes of shapes
(ex. Triangle has 3 sides, not all triangles are red)
 Build and draw shapes to possess defining attributes
 Construct / build two dimensional shapes (rectangles, squares, trapezoids,
triangles, half circles, quarter circles)
 Construct / build three dimensional shapes (cubes, right rectangular prisms, right
circular cones, right cylinders – students do not need to know formal names)
 Create composite shapes by combining 2D and 3D shapes
 Partition circles and rectangles into two or four equal shares
 Describe shares using the words halves, fourths and quarters
 Describe the whole as two halves, four fourths, or four quarters.
 Understand that dividing the shares creates smaller shares
 Organize, represent and interpret data with up to three categories

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 29
Math K – 6
Approved October 2014
GRADE 2
MATH UNITS

Unit 1: Place Value

Unit 2: Addition

Unit 3: Subtraction

Unit 4: Measurement – Length

Unit 5: Measurement – Time & Money

Unit 6: Data & Geometry

Oradell, River Dell and River Edge Public School District Page 30
Math K – 6
Approved October 2014
MATH GRADE 2 CURRICULUM
UNIT 1: PLACE VALUE

CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds,
tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the
following as special cases:

CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four,
five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form.

CCSS.MATH.CONTENT.2.NBT.A.4
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones
digits, using >, =, and < symbols to record the results of comparisons.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 31
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
In multi-digit numbers written in base-ten notation, the digits in each place represent
amounts of thousands, hundreds, tens, and ones.

ESSENTIAL QUESTIONS
 How does the understanding of place value allow for comparing numbers?
 How can place value understanding be used to add and subtract?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
 Understand that 100 can be thought of as a bundle of ten tens — called a
“hundred.”
 Understand the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to
one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0
ones).
 Count within 1000; skip-count by 5s, 10s, and 100s.
 Read and write numbers to 1000 using base-ten numerals, number names, and
expanded form (i.e. 923, nine hundred twenty three, 9 hundreds plus 20 tens
plus 3 ones
 Compare two three-digit numbers based on meanings of the hundreds, tens, and
ones digits, using >, =, and < symbols to record the results of comparisons.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 32
Math K – 6
Approved October 2014
MATH GRADE 2 CURRICULUM
UNIT 2: ADDITION

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.
Work with equal groups of objects to gain foundations for multiplication.

CCSS.MATH.CONTENT.2.OA.C.3
Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s; write an equation to express
an even number as a sum of two equal addends.

CCSS.MATH.CONTENT.2.OA.C.4
Use addition to find the total number of objects arranged in rectangular arrays with up to
5 rows and up to 5 columns; write an equation to express the total as a sum of equal
addends.

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.NBT.B.6
Add up to four two-digit numbers using strategies based on place value and properties
of operations.

CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
Oradell, River Dell and River Edge Public School District Page 33
Math K – 6
Approved October 2014
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to compose or decompose
tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100
from a given number 100-900.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the
properties of operations.1

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Generalizable methods for addition can be applied to compute sums of larger whole
numbers.

ESSENTIAL QUESTIONS
 How can an understanding of place value and the properties of operations be
applied to addition?
 What is the relationship of addition to multiplication?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Determine whether a group of objects (up to 20) has an odd or even number of
members, e.g., by pairing objects or counting them by 2s.
 Write an equation to express an even number as a sum of two equal addends.
 Count within 1000; skip-count by 5s, 10s, and 100s.
 Fluently add within 20 using mental strategies. By end of Grade 2, know from
memory all sums of two one-digit numbers.
 Fluently add within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Oradell, River Dell and River Edge Public School District Page 34
Math K – 6
Approved October 2014
 Add up to four two-digit numbers using strategies based on place value and
properties of operations.
 Add within 1000, using concrete models or drawings and strategies based on
place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method.
 Understand that in adding three digit numbers, one adds or subtracts hundreds
and hundreds, tens and tens, ones and ones; and sometimes it is necessary to
compose or decompose tens or hundreds.
 Mentally add 10 or 100 to a given number 100–900.
 Explain why addition strategies work, using place value and the properties of
operations.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 35
Math K – 6
Approved October 2014
MATH GRADE 2 CURRICULUM
UNIT 3: SUBTRACTION

CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems
involving situations of adding to, taking from, putting together, taking apart, and
comparing, with unknowns in all positions, e.g., by using drawings and equations with a
symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know
from memory all sums of two one-digit numbers.

CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties
of operations, and/or the relationship between addition and subtraction.

CCSS.MATH.CONTENT.2.NBT.B.7
Add and subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition and
subtraction; relate the strategy to a written method. Understand that in adding or
subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens
and tens, ones and ones; and sometimes it is necessary to compose or decompose
tens or hundreds.

CCSS.MATH.CONTENT.2.NBT.B.8
Mentally add 10 or 100 to a given number 100-900, and mentally subtract 10 or 100
from a given number 100-900.

CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the
properties of operations.1

Oradell, River Dell and River Edge Public School District Page 36
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
Generalizable methods for subtraction can be applied to compute differences of larger
whole numbers.

ESSENTIAL QUESTIONS
 How can an understanding of place value and the properties of operations be
applied to subtraction?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Fluently subtract within 20 using mental strategies. By end of Grade 2, know
from memory all sums of two one-digit numbers.
 Fluently subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
 Subtract within 1000, using concrete models or drawings and strategies based
on place value, properties of operations, and/or the relationship between addition
and subtraction; relate the strategy to a written method.
 Understand that in subtracting three digit numbers, one subtracts hundreds and
hundreds, tens and tens, ones and ones; and sometimes it is necessary to
compose or decompose tens or hundreds.
 Mentally subtract 10 or 100 from a given number 100–900.
 Explain why subtraction strategies work, using place value and the properties of
operations.
 Use addition and subtraction within 100 to solve one- and two-step word
problems.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 37
Math K – 6
Approved October 2014
GRADE 2 CURRICULUM
UNIT 4: MEASUREMENT - LENGTH

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers,
yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.2
Measure the length of an object twice, using length units of different lengths for the two
measurements; describe how the two measurements relate to the size of the unit
chosen.

CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the
length difference in terms of a standard length unit.
Relate addition and subtraction to length.

CCSS.MATH.CONTENT.2.MD.B.5
Use addition and subtraction within 100 to solve word problems involving lengths that
are given in the same units, e.g., by using drawings (such as drawings of rulers) and
equations with a symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.2.MD.B.6
Represent whole numbers as lengths from 0 on a number line diagram with equally
spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number
sums and differences within 100 on a number line diagram.

Oradell, River Dell and River Edge Public School District Page 38
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
Standard units of measure are necessary in understanding the type of quantity being
measured.

ESSENTIAL QUESTIONS
 How do you represent length using standard units?
 How are addition, subtraction, and length related?
 How is data represented and interpreted?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Measure the length of an object by selecting and using appropriate tools such as
rulers, yardsticks, meter sticks, and measuring tapes.
 Measure the length of an object twice, using length units of different lengths for
the two measurements; describe how the two measurements relate to the size of
the unit chosen.
 Estimate lengths using units of inches, feet, centimeters, and meters.
 Measure to determine how much longer one object is than another, expressing
the length difference in terms of a standard length unit.
 Use addition and subtraction within 100 to solve word problems involving lengths
that are given in the same units, e.g., by using drawings (such as drawings of
rulers) and equations with a symbol for the unknown number to represent the
problem.
 Represent whole numbers as lengths from 0 on a number line diagram with
equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent
whole-number sums and differences within 100 on a number line diagram.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 39
Math K – 6
Approved October 2014
MATH GRADE 2 CURRICULUM
UNIT 5: MEASUREMENT OF TIME & MONEY

CCSS.MATH.CONTENT.2.MD.C.7
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m.
and p.m.

CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using
$ and ¢ symbols appropriately.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Standard units of measure are necessary in understanding the type of quantity being
measured.

ESSENTIAL QUESTIONS
 What does time and money measure?
 How is data represented and interpreted?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment
Oradell, River Dell and River Edge Public School District Page 40
Math K – 6
Approved October 2014
LESSON SKILLS & OBJECTIVES
 Tell and write time from analog and digital clocks to the nearest five minutes,
using a.m. and p.m.
 Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies,
using $ and ¢ symbols appropriately.
 Use addition and subtraction within 100 to solve one- and two-step word
problems.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 41
Math K – 6
Approved October 2014
MATH GRADE 2 CURRICULUM
UNIT 6: DATA & GEOMETRY

CCSS.MATH.CONTENT.2.MD.D.9
Generate measurement data by measuring lengths of several objects to the nearest
whole unit, or by making repeated measurements of the same object. Show the
measurements by making a line plot, where the horizontal scale is marked off in whole-
number units.

CCSS.MATH.CONTENT.2.MD.D.10
Draw a picture graph and a bar graph (with single-unit scale) to represent a data set
with up to four categories. Solve simple put-together, take-apart, and compare
problems1using information presented in a bar graph.

CCSS.MATH.CONTENT.2.G.A.1
Recognize and draw shapes having specified attributes, such as a given number of
angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons,
hexagons, and cubes.

CCSS.MATH.CONTENT.2.G.A.2
Partition a rectangle into rows and columns of same-size squares and count to find the
total number of them.

CCSS.MATH.CONTENT.2.G.A.3
Partition circles and rectangles into two, three, or four equal shares, describe the shares
using the words halves, thirds, half of, a third of, etc., and describe the whole as two
halves, three thirds, four fourths. Recognize that equal shares of identical wholes need
not have the same shape.

BIG IDEAS/COMMON THREADS

All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.
Oradell, River Dell and River Edge Public School District Page 42
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Shapes can be described by their sides and angles. Shapes lead to an understanding of
area, volume, congruence, similarity, and symmetry.

ESSENTIAL QUESTIONS
 How does decomposing and combining shapes lead to other shapes?
 What are the attributes of particular shapes?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Generate measurement data by measuring lengths of several objects to the
nearest whole unit, or by making repeated measurements of the same object.
Show the measurements by making a line plot, where the horizontal scale is
marked off in whole-number units.
 Draw a picture graph and a bar graph (with single-unit scale) to represent a data
set with up to four categories. Solve simple put together, take-apart, and
compare problems using information presented in a bar graph.
 Recognize and draw shapes having specified attributes, such as a given number
of angles or a given number of equal faces.
 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
 Partition circles and rectangles into two, three, or four equal shares, describe the
shares using the words halves, thirds, half of, a third of, etc., and describe the
whole as two halves, three thirds, four fourths. Recognize that equal shares of
identical wholes need not have the same shape.
 Partition a rectangle into rows and columns of same-size squares and count to
find the total number of them.
 Use addition to find the total number of objects arranged in rectangular arrays
with up to 5 rows and up to 5 columns; write an equation to express the total as a
sum of equal addends.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 43
Math K – 6
Approved October 2014
GRADE 3
MATH UNITS

Unit 1: Numbers and Operations in Base 10

Unit 2: Multiplication

Unit 3: Applications of Multiplication

Unit 4: Division

Unit 5: Fractions

Unit 6: Data

Oradell, River Dell and River Edge Public School District Page 44
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 1: NUMBERS AND OPERATIONS IN BASE 10

CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.

CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000 using strategies and algorithms based on place
value, properties of operations, and/or the relationship between addition and
subtraction.

CCSS.MATH.CONTENT.3.NBT.A.3
Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 ×
60) using strategies based on place value and properties of operations.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers

CCSS.MATH.CONTENT.3.OA.D.8
Solve two-step word problems using the four operations. Represent these problems
using equations with a letter standing for the unknown quantity. Assess the
reasonableness of answers using mental computation and estimation strategies
including rounding.

CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations.

BIG IDEAS/COMMON THREADS

All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.
Oradell, River Dell and River Edge Public School District Page 45
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
An understanding of place value and properties of operations are necessary to perform
multi-digit arithmetic.

ESSENTIAL QUESTIONS
 What strategies and algorithms can be used to fluently add and subtract?
 How do you determine unknown whole numbers in a multiplication or division
equation?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Round a number to any given digit
 Estimate a calculation using knowledge about the base ten number system.
 Use place value understanding to round whole numbers to the nearest 10 or 100.
 Properties of Addition/Subtraction - Fluently add and subtract within 1000 using
strategies and algorithms based on place value, properties of operations, and/or
the relationship between addition and subtraction.
 Place Value - Multiply one-digit whole numbers by multiples of 10 in the range
10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties
of operations.
 Unknown number in a number sentence,?, letter, ☐ - Determine the unknown
whole number in a multiplication or division equation relating three whole
numbers
 Word Problems – Add/subtraction - Solve two-step word problems using the four
operations. Represent these problems using equations with a letter standing for
the unknown quantity. Assess the reasonableness of answers using mental
computation and estimation strategies including rounding.
 Utilize information given in a line plot to solve a word problem using the four
operations.
 Identify arithmetic patterns (including patterns in the addition table or
multiplication table), and explain them using properties of operations.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 46
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 2: MULTIPLICATION

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects
in 5 groups of 7 objects each.

CCSS.MATH.CONTENT.3.OA.A.3
Use multiplication and division within 100 to solve word problems in situations involving
equal groups, arrays, and measurement quantities, e.g., by using drawings and
equations with a symbol for the unknown number to represent the problem.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers.

CCSS.MATH.CONTENT.3.OA.B.5
Apply properties of operations as strategies to multiply and divide

CCSS.MATH.CONTENT.3.OA.C.7
Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 =
8) or properties of operations. By the end of Grade 3, know from memory all products of
two one-digit numbers.

Oradell, River Dell and River Edge Public School District Page 47
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.3.OA.D.9
Identify arithmetic patterns (including patterns in the addition table or multiplication
table), and explain them using properties of operations.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Multiplication is finding an unknown product and the process can be understood through
activities and problems involving equal-sized groups, arrays, and area models.

ESSENTIAL QUESTIONS
 How are visual representations of numbers in a group interpreted as products?
 What is the relationship between multiplication and division?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Equal groups/Repeated addition - Interpret products of whole numbers, e.g.,
interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.
 Represent multiplication in a visual representation (i.e. arrays).
 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
 Unknown number in a number sentence, ?, letter, ☐ - Determine the unknown
whole number in a multiplication or division equation relating three whole
numbers.
 Properties of multiplication – Commutative, Associative, and Distributive - Apply
properties of operations as strategies to multiply and divide
 Fluently multiply and divide within 100, using strategies such as the relationship
between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40
÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory
all products of two one-digit numbers.
 Factors and multiplication facts
 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess

Oradell, River Dell and River Edge Public School District Page 48
Math K – 6
Approved October 2014
the reasonableness of answers using mental computation and estimation
strategies including rounding.
 Patterns in multiplication chart - Identify arithmetic patterns (including patterns in
the addition table or multiplication table), and explain them using properties of
operations.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 49
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 3: APPLICATIONS OF MULTIPLICATION

CCSS.MATH.CONTENT.3.OA.A.1
Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects
in 5 groups of 7 objects each.

CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area
measurement.

CCSS.MATH.CONTENT.3.MD.C.5.A
A square with side length 1 unit, called "a unit square," is said to have "one square unit"
of area, and can be used to measure area.

CCSS.MATH.CONTENT.3.MD.C.5.B
A plane figure which can be covered without gaps or overlaps by n unit squares is said
to have an area of n square units.

CCSS.MATH.CONTENT.3.MD.C.6
Measure areas by counting unit squares (square cm, square m, square in, square ft,
and improvised units).

CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.

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Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.3.MD.C.7.A
Find the area of a rectangle with whole-number side lengths by tiling it, and show that
the area is the same as would be found by multiplying the side lengths.

CCSS.MATH.CONTENT.3.MD.C.7.B
Multiply side lengths to find areas of rectangles with whole-number side lengths in the
context of solving real world and mathematical problems, and represent whole-number
products as rectangular areas in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.C
Use tiling to show in a concrete case that the area of a rectangle with whole-number
side lengths a and b + c is the sum of a × b and a × c. Use area models to represent the
distributive property in mathematical reasoning.

CCSS.MATH.CONTENT.3.MD.C.7.D
Recognize area as additive. Find areas of rectilinear figures by decomposing them into
non-overlapping rectangles and adding the areas of the non-overlapping parts, applying
this technique to solve real world problems. Geometric measurement: recognize
perimeter.

CCSS.MATH.CONTENT.3.MD.D.8
Solve real world and mathematical problems involving perimeters of polygons, including
finding the perimeter given the side lengths, finding an unknown side length, and
exhibiting rectangles with the same perimeter and different areas or with the same area
and different perimeters.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Area is an attribute of two-dimensional regions.

ESSENTIAL QUESTIONS
 How is area related to multiplication and addition?
 What is the relationship between arrays and multiplication?

UNIT ASSESSMENT (See Appendix Unit assessment)

Unit 3 Assessment

Oradell, River Dell and River Edge Public School District Page 51
Math K – 6
Approved October 2014
LESSON SKILLS & OBJECTIVES
Students will be able to…
 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each.
 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
 Recognize area as an attribute of plane figures and understand concepts of area
measurement.
 A square with side length 1 unit, called "a unit square," is said to have "one
square unit" of area, and can be used to measure area.
 A plane figure which can be covered without gaps or overlaps by n unit squares
is said to have an area of n square units.
 Measure areas by counting unit squares (square cm, square m, square in,
square ft, and improvised units).
 Relate area to the operations of multiplication and addition.
 Find the area of a rectangle with whole-number side lengths by tiling it, and show
that the area is the same as would be found by multiplying the side lengths.
 Multiply side lengths to find areas of rectangles with whole-number side lengths
in the context of solving real world and mathematical problems, and represent
whole-number products as rectangular areas in mathematical reasoning.
 Use tiling to show in a concrete case that the area of a rectangle with whole-
number side lengths a and b + c is the sum of a × b and a × c. Use area models
to represent the distributive property in mathematical reasoning.
 Recognize area as additive. Find areas of rectilinear figures by decomposing
them into non-overlapping rectangles and adding the areas of the non-
overlapping parts, applying this technique to solve real world problems.
 Geometric measurement: recognize perimeter.
 Solve real world and mathematical problems involving perimeters of polygons,
including finding the perimeter given the side lengths, finding an unknown side
length, and exhibiting rectangles with the same perimeter and different areas or
with the same area and different perimeters.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 52
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 3: DIVISION

CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the
number of objects in each share when 56 objects are partitioned equally into 8 shares,
or as a number of shares when 56 objects are partitioned into equal shares of 8 objects
each.

CCSS.MATH.CONTENT.3.OA.A.4
Determine the unknown whole number in a multiplication or division equation relating
three whole numbers.

CCSS.MATH.CONTENT.3.OA.B.6
Understand division as an unknown-factor problem.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 53
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Division is finding an unknown factor and the process can be understood through
activities and problems involving equal-sized groups, arrays, and area models.

ESSENTIAL QUESTIONS
 How are whole number quotients interpreted to understand an everyday
occurrence?
 What is the relationship between division and multiplication?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Represent division in various ways (i.e. arrays, area, equal groups).
 Understand that division is the inverse operation of multiplication.
 Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the
number of objects in each share when 56 objects are partitioned equally into 8
shares, or as a number of shares when 56 objects are partitioned into equal
shares of 8 objects each.
 Use multiplication and division within 100 to solve word problems in situations
involving equal groups, arrays, and measurement quantities, e.g., by using
drawings and equations with a symbol for the unknown number to represent the
problem.
 Unknown number in a number sentence -?, letter, ☐ - Determine the unknown
whole number in a multiplication or division equation relating three whole
numbers.
 Understand division as an unknown-factor problem.
 Solve two-step word problems using the four operations. Represent these
problems using equations with a letter standing for the unknown quantity. Assess
the reasonableness of answers using mental computation and estimation
strategies including rounding.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 54
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 5: FRACTIONS

CCSS.MATH.CONTENT.3.NF.A.1
Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b as the quantity formed by a parts of size
1/b.

CCSS.MATH.CONTENT.3.NF.A.2
Understand a fraction as a number on the number line; represent fractions on a number
line diagram.

CCSS.MATH.CONTENT.3.NF.A.2.A
Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as
the whole and partitioning it into b equal parts. Recognize that each part has size
1/b and that the endpoint of the part based at 0 locates the number 1/b on the number
line.

CCSS.MATH.CONTENT.3.NF.A.2.B
Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0.
Recognize that the resulting interval has size a/b and that its endpoint locates the
number a/b on the number line.

CCSS.MATH.CONTENT.3.NF.A.3
Explain equivalence of fractions in special cases, and compare fractions by reasoning
about their size.

CCSS.MATH.CONTENT.3.NF.A.3.A
Understand two fractions as equivalent (equal) if they are the same size, or the same
point on a number line.

Oradell, River Dell and River Edge Public School District Page 55
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.3.NF.A.3.B
Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain
why the fractions are equivalent, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.NF.A.3.C
Express whole numbers as fractions, and recognize fractions that are equivalent to
whole numbers.

CCSS.MATH.CONTENT.3.NF.A.3.D
Compare two fractions with the same numerator or the same denominator by reasoning
about their size. Recognize that comparisons are valid only when the two fractions refer
to the same whole. Record the results of comparisons with the symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and
others) may share attributes (e.g., having four sides), and that the shared attributes can
define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and
squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.

CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Fractions are built out of unit fractions and represent parts of a whole.

ESSENTIAL QUESTIONS
 How is the size of a fractional part relative to the size of the whole?
 How can fractions represent numbers equal to, less than, or greater than 1?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

Oradell, River Dell and River Edge Public School District Page 56
Math K – 6
Approved October 2014
LESSON SKILLS & OBJECTIVES
Students will be able to…
 Part of a whole - Understand a fraction 1/b as the quantity formed by 1 part when
a whole is partitioned into b equal parts; understand a fraction a/b as the quantity
formed by a parts of size 1/b.
 Fractions using number line - Understand a fraction as a number on the number
line; represent fractions on a number line diagram.
 Represent a fraction 1/b on a number line diagram by defining the interval from 0
to 1 as the whole and partitioning it into b equal parts. Recognize that each part
has size 1/b and that the endpoint of the part based at 0 locates the number
1/b on the number line.
 Represent a fraction a/b on a number line diagram by marking off a lengths
1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint
locates the number a/b on the number line.
 Explain equivalence of fractions in special cases, and compare fractions by
reasoning about their size.
 Equivalent Fractions - Understand two fractions as equivalent (equal) if they are
the same size, or the same point on a number line.
 Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3.
Explain why the fractions are equivalent, e.g., by using a visual fraction model.
 Express whole numbers as fractions, and recognize fractions that are equivalent
to whole numbers.
 Compare two fractions with the same numerator or the same denominator by
reasoning about their size. Recognize that comparisons are valid only when the
two fractions refer to the same whole. Record the results of comparisons with the
symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction
model.
 Geometric Shapes & Characteristics - Understand that shapes in different
categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g.,
having four sides), and that the shared attributes can define a larger category
(e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not
belong to any of these subcategories.
 Partition shapes into parts with equal areas. Express the area of each part as a
unit fraction of the whole.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 57
Math K – 6
Approved October 2014
MATH GRADE 3 CURRICULUM
UNIT 6: DATA

CCSS.MATH.CONTENT.3.MD.A.1
Tell 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, e.g., by
representing the problem on a number line diagram.

CCSS.MATH.CONTENT.3.MD.A.2
Measure and estimate liquid volumes and masses of objects using standard units of
grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-
step word problems involving masses or volumes that are given in the same units, e.g.,
by using drawings (such as a beaker with a measurement scale) to represent the
problem.2

CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step "how many more" and "how many less" problems
using information presented in scaled bar graphs.

CCSS.MATH.CONTENT.3.MD.B.4
Generate measurement data by measuring lengths using rulers marked with halves and
fourths of an inch. Show the data by making a line plot, where the horizontal scale is
marked off in appropriate units— whole numbers, halves, or quarters.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 58
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Standard units of measure are necessary in understanding the type of quantity being
measured.

ESSENTIAL QUESTIONS
 How is time, liquid volume, and mass measured?
 How is data represented and interpreted?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Tell 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, e.g., by representing the problem on a number line diagram.
 Measure and estimate liquid volumes and masses of objects using standard units
of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to
solve one-step word problems involving masses or volumes that are given in the
same units, e.g., by using drawings (such as a beaker with a measurement
scale) to represent the problem.
 Draw a scaled picture graph and a scaled bar graph to represent a data set with
several categories. Solve one- and two-step "how many more" and "how many
less" problems using information presented in scaled bar graphs.
 Generate measurement data by measuring lengths using rulers marked with
halves and fourths of an inch. Show the data by making a line plot, where the
horizontal scale is marked off in appropriate units— whole numbers, halves, or
quarters.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 59
Math K – 6
Approved October 2014
MATH CURRICULUM
GRADE 4

Unit 1: Application of Operations with Whole Numbers

Unit 2: Place Value

Unit 3: Multi-Digit Operations

Unit 4: Fractions

Unit 5: Extending Fractions

Unit 6: Decimal Notation for Fractions

Unit 7: Geometry

Oradell, River Dell and River Edge Public School District Page 60
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 1: APPLICATION OF OPERATIONS WITH WHOLE NUMBERS

CCSS.MATH.CONTENT.4.OA.A.1
Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a
statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal
statements of multiplicative comparisons as multiplication equations.

CCSS.MATH.CONTENT.4.OA.A.2
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by
using drawings and equations with a symbol for the unknown number to represent the
problem, distinguishing multiplicative comparison from additive comparison.

CCSS.MATH.CONTENT.4.OA.A.3
Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.

CCSS.MATH.CONTENT.4.OA.B.4
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole
number is a multiple of each of its factors. Determine whether a given whole number in
the range 1-100 is a multiple of a given one-digit number. Determine whether a given
whole number in the range 1-100 is prime or composite.

BIG IDEAS/COMMON THREADS

Oradell, River Dell and River Edge Public School District Page 61
Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Understanding of mathematical models, place value, and properties of operations are
used to compute products and quotients.

ESSENTIAL QUESTIONS
 How are the four operations with whole numbers used to solve problems?
 How does an understanding of place value and properties of operations help to
perform multi-digit arithmetic?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Four operations with Whole Numbers (properties & terminology)
 Word problems with addition & subtraction (basic & multistep)
 Word problem with multiplication & division (basic & multistep)
 Find all factors of a given number between 1-100.
 Determine if a given number between 1-100 is a multiple of each of its factors.
 Determine if a given number between 1-100 is a multiple of a given one digit
number.
 Identify prime and composite numbers between 1-100.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 62
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 2: PLACE VALUE

STANDARDS
Mathematical Practices
1. Make sense of problems and persevere in solving them.
2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make us of structure.
8. Look for and express regularly in repeated reasoning.

CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right.

CCSS.MATH.CONTENT.4.NBT.A.2
Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits
in each place, using >, =, and < symbols to record the results of comparisons.

CCSS.MATH.CONTENT.4.NBT.A.3
Use place value understanding to round multi-digit whole numbers to any place.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Knowledge of place value can be extended to values like 1,000,000 by understanding
the relative sizes of numbers in each place.

ESSENTIAL QUESTIONS
 How can an understanding of place value be generalized to understand the value
of multi-digit whole numbers?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

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Math K – 6
Approved October 2014
LESSON SKILLS & OBJECTIVES
Students will be able to…
 Understand the Base Ten Number System
 Comparing the value of digits within a multi-digit number
 Compare numbers using less than, greater than, or equal
 Write a numeral in expanded form
 Round multi-digit numbers to any place

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 64
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 3: MUTLI-DIGIT OPERATIONS

CCSS.MATH.CONTENT.4.NBT.B.4
Fluently add and subtract multi-digit whole numbers using the standard algorithm.

CCSS.MATH.CONTENT.4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number, and multiply
two two-digit numbers, using strategies based on place value and the properties of
operations. Illustrate and explain the calculation by using equations, rectangular arrays,
and/or area models.

CCSS.MATH.CONTENT.4.NBT.B.6
Find whole-number quotients and remainders with up to four-digit dividends and one-
digit divisors, using strategies based on place value, the properties of operations, and/or
the relationship between multiplication and division. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Understanding of mathematical models, place value, and properties of operations are
used to compute products and quotients.

Oradell, River Dell and River Edge Public School District Page 65
Math K – 6
Approved October 2014
UNIT ASSESSMENT (See appendix Unit assessment)
Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Addition of multi-digit numbers (fluency)
 Subtraction of multi-digit numbers (fluency)
 Multiply up to four digits by one digit (place value & properties of operations)
 Multiply two digits by two digits (place value & properties of operations)
 Divide up to four digit dividends by one digit divisors (place value & properties of
operations)
 Apply the area and perimeter formulas for rectangles in real world problems

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 66
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 4: FRACTIONS

CCSS.MATH.CONTENT.4.NF.A.1
Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual
fraction models, with attention to how the number and size of the parts differ even
though the two fractions themselves are the same size. Use this principle to recognize
and generate equivalent fractions.

CCSS.MATH.CONTENT.4.NF.A.2
Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark fraction
such as 1/2. Recognize that comparisons are valid only when the two fractions refer to
the same whole. Record the results of comparisons with symbols >, =, or <, and justify
the conclusions, e.g., by using a visual fraction model.

CCSS.MATH.CONTENT.4.NF.B.3
Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

CCSS.MATH.CONTENT.4.NF.B.3.A
Understand addition and subtraction of fractions as joining and separating parts
referring to the same whole.

CCSS.MATH.CONTENT.4.NF.B.3.B
Decompose a fraction into a sum of fractions with the same denominator in more than
one way, recording each decomposition by an equation. Justify decompositions, e.g., by
using a visual fraction model.

CCSS.MATH.CONTENT.4.NF.B.3.C
Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed
number with an equivalent fraction, and/or by using properties of operations and the
relationship between addition and subtraction.

Oradell, River Dell and River Edge Public School District Page 67
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.4.NF.B.3.D
Solve word problems involving addition and subtraction of fractions referring to the
same whole and having like denominators, e.g., by using visual fraction models and
equations to represent the problem.

CCSS.MATH.CONTENT.4.MD.B.4
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4,
1/8). Solve problems involving addition and subtraction of fractions by using information
presented in line plots.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Understanding fractions includes fraction equivalence, addition and subtraction of
fractions with like denominators, and multiplication of fractions with whole numbers, and
decimal notation of fractions.

ESSENTIAL QUESTIONS
 What are equivalent fractions?
 What fractions represent a greater value?
 What are the decimal notations for fractions and how do decimal fractions
compare?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand equivalent fractions
 Compare two fractions with different numerators & different denominators, using
<, >, = (denominators limited to 2, 3, 4, 5, 6, 8, 10, 12, & 100)
 Decompose a fraction as the sum of fraction with the same denominator in more
than one way
 Add & subtract mixed numbers with like denominators
 Word problems using addition & subtraction of fractions with like denominators
 Make a line plot to display a data set of measurement in fractions of a unit
 Solve problems involving addition and subtraction of fractions by using
information presented in a line plot

Oradell, River Dell and River Edge Public School District Page 68
Math K – 6
Approved October 2014
RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 69
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 5: EXTENDING FRACTIONS

CCSS.MATH.CONTENT.4.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction by a
whole number.

CCSS.MATH.CONTENT.4.NF.B.4.A
Understand a fraction a/b as a multiple of 1/b.

CCSS.MATH.CONTENT.4.NF.B.4.B
Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply
a fraction by a whole number.

CCSS.MATH.CONTENT.4.NF.B.4.C
Solve word problems involving multiplication of a fraction by a whole number, e.g., by
using visual fraction models and equations to represent the problem.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Fractions are built from unit fractions, composing fractions from unit fractions,
decomposing fractions into unit fractions, and using the meaning of multiplication to
multiply a fraction by a whole number, and decimal notation of fractions.

Oradell, River Dell and River Edge Public School District Page 70
Math K – 6
Approved October 2014
ESSENTIAL QUESTIONS
 How can fractions be built from unit fractions by applying and extending previous
understandings of operations on whole numbers?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand a fraction as a product of a whole a number and a unit fraction (for
example, )
 Understand a fraction as a product of a whole number and a fraction (for
example, )
 Solve word problems involving multiplication of a fraction by a whole number
(visual fraction model, equations)

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 71
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 6: DECIMAL NOTATION FOR FRACTIONS

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100,
and use this technique to add two fractions with respective denominators 10 and 100.

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100.

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that
comparisons are valid only when the two decimals refer to the same whole. Record the
results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by
using a visual model.

CCSS.MATH.CONTENT.4.MD.A.1
Know relative sizes of measurement units within one system of units including km, m,
cm; kg, g; lb., oz.; l, ml; hr., min, sec. Within a single system of measurement, express
measurements in a larger unit in terms of a smaller unit. Record measurement
equivalents in a two-column table.

CCSS.MATH.CONTENT.4.MD.A.2
Use the four operations to solve word problems involving distances, intervals of time,
liquid volumes, masses of objects, and money, including problems involving simple
fractions or decimals, and problems that require expressing measurements given in a
larger unit in terms of a smaller unit. Represent measurement quantities using diagrams
such as number line diagrams that feature a measurement scale.

CCSS.MATH.CONTENT.4.MD.A.3
Apply the area and perimeter formulas for rectangles in real world and mathematical
problems.

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Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ESSENTIAL QUESTIONS
 How are fractions written in decimal notation?
 What is the ordering of decimal fractions?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Express a fraction with denominator 10 as an equivalent fraction with
denominator 100
 Add two fractions with respective denominators 10 and 100
 Use decimal notation for fraction with denominators 10 or 100
 Compare two decimals to hundredths, using <, >, or =
 Know relative size of measurement unit within one system of units (standard &
metric)
 Use four operations to solve word problems involving measurement (standard &
metric)
 Apply the area and perimeter formulas for rectangles in real world and
mathematical problems.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 73
Math K – 6
Approved October 2014
MATH GRADE 4 CURRICULUM
UNIT 7: GEOMETRY

CCSS.MATH.CONTENT.4.MD.C.5
Recognize angles as geometric shapes that are formed wherever two rays share a
common endpoint, and understand concepts of angle measurement.

CCSS.MATH.CONTENT.4.MD.C.5.A
An angle is measured with reference to a circle with its center at the common endpoint
of the rays, by considering the fraction of the circular arc between the points where the
two rays intersect the circle. An angle that turns through 1/360 of a circle is called a
"one-degree angle," and can be used to measure angles.

CCSS.MATH.CONTENT.4.MD.C.5.B
An angle that turns through n one-degree angles is said to have an angle measure of
n degrees.

CCSS.MATH.CONTENT.4.MD.C.6
Measure angles in whole-number degrees using a protractor. Sketch angles of
specified measure.

CCSS.MATH.CONTENT.4.MD.C.7
Recognize angle measure as additive. When an angle is decomposed into non-
overlapping parts, the angle measure of the whole is the sum of the angle measures of
the parts. Solve addition and subtraction problems to find unknown angles on a diagram
in real world and mathematical problems, e.g., by using an equation with a symbol for
the unknown angle measure.

CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular
and parallel lines. Identify these in two-dimensional figures.

Oradell, River Dell and River Edge Public School District Page 74
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based on the presence or absence of parallel or
perpendicular lines, or the presence or absence of angles of a specified size. Recognize
right triangles as a category, and identify right triangles.

CCSS.MATH.CONTENT.4.G.A.3
Recognize a line of symmetry for a two-dimensional figure as a line across the figure
such that the figure can be folded along the line into matching parts. Identify line-
symmetric figures and draw lines of symmetry.

CCSS.MATH.CONTENT.4.OA.C.5
Generate a number or shape pattern that follows a given rule. Identify apparent features
of the pattern that were not explicit in the rule itself.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Geometric figures can be analyzed and classified based on their properties such as
parallel sides, perpendicular sides, particular angle measures, and symmetry.

ESSENTIAL QUESTIONS
 How can angles be measured and what connotations do those angle measures
have?
 How can shapes be classified by properties of their lines and angles?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 7 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Recognize angles as geometric shapes that are formed when two rays share a
common endpoint.
 Recognize an angle as a fraction of a circle.
 Measure an angle in degrees.
 Measure & sketch angles in whole number degrees, using a protractor.
 Recognize that angle measures can be added or subtracted. Solve addition &
subtraction problems to find an unknown angle in a diagram.

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Math K – 6
Approved October 2014
 Draw and identify points, line segments, lines, angles, rays, parallel lines, and
perpendicular lines with appropriate labels.
 Classify two dimensional figures based on parallel and perpendicular
characteristics (i.e. recognize right angles and right triangles, recognize
parallelograms) 4
 Recognize a line of symmetry for a two dimensional figure.
 Generate a number or shape pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule itself.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 76
Math K – 6
Approved October 2014
GRADE 5
MATH UNITS

Unit 1: Understanding the Place Value System

Unit 2: Operations with Decimals

Unit 3: Operations with Fractions

Unit 4: Measurement & Volume

Unit 5: Applications of Fractions

Unit 6: Algebraic Thinking

Unit 7: Data & Geometry

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Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 1: UNDERSTANDING THE PLACE VALUE SYSTEM

CCSS.MATH.CONTENT.5.NBT.A.1
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 1/10 of what it represents in the place to its
left.

CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by
powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to
denote powers of 10.

CCSS.MATH.CONTENT.5.NBT.A.3
Read, write, and compare decimals to thousandths.

CCSS.MATH.CONTENT.5.NBT.A.3.A
Read and write decimals to thousandths using base-ten numerals, number names, and
expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100) + 2 ×
(1/1000).

CCSS.MATH.CONTENT.5.NBT.A.3.B
Compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
A numeral has meaning based upon the place values of its digits.
Oradell, River Dell and River Edge Public School District Page 78
Math K – 6
Approved October 2014
ESSENTIAL QUESTIONS
How do you compare values of digits within a numeral?
How can powers of 10 be used to represent the value of a digit within a numeral?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Recognize a digit in one place represents 10 times as much as it represents in
the place to its right and 1/10 of what it represents in the place to its left.
 Explain patterns in the placement of the decimal point when a decimal is
multiplied or divided by a power of 10.
 Use whole-number exponents to denote powers of 10.
 Read, write, and compare decimals to thousandths.
 Read and write decimals to thousandths using base-ten numerals, number
names, and expanded form.
 Compare two decimals to thousandths (<,=,>).

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 79
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 2: OPERATIONS WITH DECIMALS

CCSS.MATH.CONTENT.5.NBT.A.4
Use place value understanding to round decimals to any place.

CCSS.MATH.CONTENT.5.NBT.B.5
Fluently multiply multi-digit whole numbers using the standard algorithm.

CCSS.MATH.CONTENT.5.NBT.B.6
Find whole-number quotients of whole numbers with up to four-digit dividends and two-
digit divisors, using strategies based on place value, the properties of operations, and/or
the relationship between multiplication and division. Illustrate and explain the calculation
by using equations, rectangular arrays, and/or area models.

CCSS.MATH.CONTENT.5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method
and explain the reasoning used.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Being able to compute fluently means making smart choices about which tools to use
and when to use them. Knowing the reasonableness of an answer comes from using
good number sense and estimation strategies.

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Math K – 6
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ESSENTIAL QUESTIONS
 What is the most efficient and effective method for adding, subtracting,
multiplying, and dividing decimals?
 In multiple ways, how can decimal operations be represented?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Use place value understanding to round decimals to any place.
 Fluently multiply multi-digit whole numbers using the standard algorithm. Divide
whole numbers with up to four-digit dividends and two-digit divisors.
 Illustrate and explain the multiplication or division calculations by using
equations, rectangular arrays, and/or area models.
 Add, subtract, multiply, and divide decimals to hundredths, using varied methods.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 81
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 3: OPERATIONS WITH FRACTIONS

CCSS.MATH.CONTENT.5.NF.A.1
Add and subtract fractions with unlike denominators (including mixed numbers) by
replacing given fractions with equivalent fractions in such a way as to produce an
equivalent sum or difference of fractions with like denominators.

CCSS.MATH.CONTENT.5.NF.A.2
Solve word problems involving addition and subtraction of fractions referring to the
same whole, including cases of unlike denominators, e.g., by using visual fraction
models or equations to represent the problem. Use benchmark fractions and number
sense of fractions to estimate mentally and assess the reasonableness of answers.

CCSS.MATH.CONTENT.5.NF.B.3
Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve
word problems involving division of whole numbers leading to answers in the form of
fractions or mixed numbers, e.g., by using visual fraction models or equations to
represent the problem.

CCSS.MATH.CONTENT.5.NF.B.4
Apply and extend previous understandings of multiplication to multiply a fraction or
whole number by a fraction.

CCSS.MATH.CONTENT.5.NF.B.4.A
Interpret the product (a/b) × q as a parts of a partition of q into b equal parts;
equivalently, as the result of a sequence of operations a × q ÷ b.

CCSS.MATH.CONTENT.5.NF.B.4.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.
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Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.

BIG IDEAS/COMMON THREADS

ESSENTIAL QUESTIONS
 What is the most efficient and effective method for adding, subtracting,
multiplying, and dividing fractions?
 In multiple ways, how can operations with fractions be represented?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Add and subtract fractions with unlike denominators (not including mixed
numbers
 Solve word problems involving addition and subtraction of fractions referring to
the same whole, including cases of unlike denominators.
 Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b).
 Solve word problems involving division of whole numbers leading to answers in
the form of fractions.
 Multiply a fraction or whole number by a fraction.
o Interpret the product (a/b) × q as a parts of a partition of q into b equal
parts; equivalently, as the result of a sequence of operations a × q ÷ b.
o 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.
 Solve real world problems involving operations with fractions.

RESOURCES
 Math Textbook
 Shared Google Documents
Oradell, River Dell and River Edge Public School District Page 83
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 4: MEASUREMENT & VOLUME

CCSS.MATH.CONTENT.5.MD.C.3
Recognize volume as an attribute of solid figures and understand concepts of volume
measurement.

CCSS.MATH.CONTENT.5.MD.C.3.A
A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of
volume, and can be used to measure volume.

CCSS.MATH.CONTENT.5.MD.C.3.B
A solid figure which can be packed without gaps or overlaps using n unit cubes is said
to have a volume of n cubic units.

CCSS.MATH.CONTENT.5.MD.C.4
Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft., and
improvised units.

CCSS.MATH.CONTENT.5.MD.C.5
Relate volume to the operations of multiplication and addition and solve real world and
mathematical problems involving volume.

CCSS.MATH.CONTENT.5.MD.C.5.A
Find the volume of a right rectangular prism with whole-number side lengths by packing
it with unit cubes, and show that the volume is the same as would be found by
multiplying the edge lengths, equivalently by multiplying the height by the area of the
base. Represent threefold whole-number products as volumes, e.g., to represent the
associative property of multiplication.

Oradell, River Dell and River Edge Public School District Page 84
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.5.MD.C.5.B
Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of
right rectangular prisms with whole-number edge lengths in the context of solving real
world and mathematical problems.

CCSS.MATH.CONTENT.5.MD.C.5.C
Recognize volume as additive. Find volumes of solid figures composed of two non-
overlapping right rectangular prisms by adding the volumes of the non-overlapping
parts, applying this technique to solve real world problems.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
The volume of a rectangular prisms can be found utilizing the formula. However,
composite solid figures may require deconstructing the figure into manageable parts.

ESSENTIAL QUESTIONS
 What methods can be utilized to find the volume of rectangular prisms? Figures
composed of rectangular figures?
 How can finding the volume of rectangular prisms aide in solving real world
problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Recognize volume as an attribute of solid figures and understand concepts of
volume measurement.
o A cube with side length 1 unit, called a “unit cube,” is said to have “one
cubic unit” of volume, and can be used to measure volume.
o A solid figure which can be packed without gaps or overlaps using n unit
cubes is said to have a volume of n cubic units.
 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and
improvised units.
 Relate volume to the operations of multiplication and addition and solve real
world and mathematical problems involving volume.
o Find the volume of a right rectangular prism with whole-number side
lengths by packing it with unit cubes, and show that the volume is the
same as would be found by multiplying the edge lengths, equivalently by
multiplying the height by the area of the base. Represent threefold whole-
Oradell, River Dell and River Edge Public School District Page 85
Math K – 6
Approved October 2014
number products as volumes, e.g., to represent the associative property of
multiplication.
o Apply the formulas V = l × w × h and V = b × h for rectangular prisms to
find volumes of right rectangular prisms with whole number edge lengths
in the context of solving real world and mathematical problems.
o Recognize volume as additive. Find volumes of solid figures composed of
two non-overlapping right rectangular prisms by adding the volumes of the
non-overlapping parts, applying this technique to solve real world
problems.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 86
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 5: APPLICATIONS OF FRACTIONS

CCSS.MATH.CONTENT.5.NF.B.5
Interpret multiplication as scaling (resizing), by:

CCSS.MATH.CONTENT.5.NF.B.5.A
Comparing the size of a product to the size of one factor on the basis of the size of the
other factor, without performing the indicated multiplication.

CCSS.MATH.CONTENT.5.NF.B.5.B
Explaining why multiplying a given number by a fraction greater than 1 results in a
product greater than the given number (recognizing multiplication by whole numbers
greater than 1 as a familiar case); explaining why multiplying a given number by a
fraction less than 1 results in a product smaller than the given number; and relating the
principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1.

CCSS.MATH.CONTENT.5.NF.B.6
Solve real world problems involving multiplication of fractions and mixed numbers, e.g.,
by using visual fraction models or equations to represent the problem.

Oradell, River Dell and River Edge Public School District Page 87
Math K – 6
Approved October 2014
CCSS.MATH.CONTENT.5.NF.B.7
Apply and extend previous understandings of division to divide unit fractions by whole
numbers and whole numbers by unit fractions.1

CCSS.MATH.CONTENT.5.NF.B.7.A
Interpret division of a unit fraction by a non-zero whole number, and compute such
quotients. For 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) × 4 = 1/3.

CCSS.MATH.CONTENT.5.NF.B.7.B
Interpret division of a whole number by a unit fraction, and compute such quotients. For
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 × (1/5) = 4.

CCSS.MATH.CONTENT.5.NF.B.7.C
Solve real world problems involving division of unit fractions by non-zero whole numbers
and division of whole numbers by unit fractions, e.g., by using visual fraction models
and equations to represent the problem.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
An understanding of fractions and fraction models can be used to represent the addition
and subtraction of fractions with unlike denominators as equivalent fractions with like
denominators.

ESSENTIAL QUESTIONS
 How can the strategy of equivalent fractions be used to add and subtract
fractions?
 How can an understanding of multiplication and division be extended to multiply
and divide fractions?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Add and subtract mixed numbers with unlike denominators.
 Solve word problems involving addition and subtraction of mixed numbers,
including cases of unlike denominators.
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 Interpret multiplication as scaling (resizing), by:
o Comparing the size of a product to the size of one factor on the basis of
the size of the other factor, without performing the indicated multiplication.
o Explaining why multiplying a given number by a fraction greater than 1
results in a product greater than the given number; explaining why
multiplying a given number by a fraction less than 1 results in a product
smaller than the given number; and relating the principle of fraction
equivalence a/b = (n×a)/(n×b) to the effect of multiplying a/b by 1.
 Solve real world problems involving multiplication of fractions and mixed
numbers, e.g., by using visual fraction models or equations to represent the
problem.
 Apply and extend previous understandings of division to divide unit fractions by
whole numbers and whole numbers by unit fractions.
o Interpret division of a unit fraction by a non-zero whole number, and
compute such quotients.
o Interpret division of a whole number by a unit fraction, and compute such
quotients.
o Solve real world problems involving division of unit fractions by non-zero
whole numbers and division of whole numbers by unit fractions, e.g., by
using visual fraction models and equations to represent the problem.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 89
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 6: ALGEBRAIC THINKING

CCSS.MATH.CONTENT.5.G.A.1
Use a pair of perpendicular number lines, called axes, to define a coordinate system,
with the intersection of the lines (the origin) arranged to coincide with the 0 on each line
and a given point in the plane located by using an ordered pair of numbers, called its
coordinates. Understand that the first number indicates how far to travel from the origin
in the direction of one axis, and the second number indicates how far to travel in the
direction of the second axis, with the convention that the names of the two axes and the
coordinates correspond.

CCSS.MATH.CONTENT.5.G.A.2
Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the context
of the situation.

CCSS.MATH.CONTENT.5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.

CCSS.MATH.CONTENT.5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical
expressions without evaluating them.

CCSS.MATH.CONTENT.5.OA.B.3
Generate two numerical patterns using two given rules. Identify apparent relationships
between corresponding terms. Form ordered pairs consisting of corresponding terms
from the two patterns, and graph the ordered pairs on a coordinate plane.

Oradell, River Dell and River Edge Public School District Page 90
Math K – 6
Approved October 2014
BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
Algebraic thinking means generalizing arithmetic operations and operating on unknown
quantities. It involves recognizing and analyzing patterns and developing
generalizations about these patterns.

ESSENTIAL QUESTIONS
 How are numerical expressions written and evaluated?
 How are relationships between numbers viewed, graphed, and interpreted?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand the parts of a coordinate plane (axes,origin, coordinates).
 Represent real world and mathematical problems by graphing points in the first
quadrant of the coordinate plane, and interpret coordinate values of points in the
context of the situation.
 Use parentheses, brackets, or braces in numerical expressions, and evaluate
expressions with these symbols.
 Write simple expressions that record calculations with numbers, and interpret
numerical expressions without evaluating them.
 Generate two numerical patterns using two given rules. Identify apparent
relationships between corresponding terms. Form ordered pairs consisting of
corresponding terms from the two patterns, and graph the ordered pairs on a
coordinate plane.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 91
Math K – 6
Approved October 2014
MATH GRADE 5 CURRICULUM
UNIT 7: DATA & GEOMETRY

CCSS.MATH.CONTENT.5.MD.A.1
Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in
solving multi-step, real world problems.
Represent and interpret data.

CCSS.MATH.CONTENT.5.MD.B.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.

CCSS.MATH.CONTENT.5.G.B.3
Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category. For example, all rectangles have four right
angles and squares are rectangles, so all squares have four right angles.

CCSS.MATH.CONTENT.5.G.B.4
Classify two-dimensional figures in a hierarchy based on properties.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Everything can be measured. Attributes belonging to a category of two dimensional
figures also belong to all subcategories of that category.

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Approved October 2014
ESSENTIAL QUESTIONS
 What unit of measure should be used?
 How is the unit constructed, compared, and converted?
 How are geometrical figures related?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 7 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Convert among different-sized standard measurement units within a given
measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions
in solving multi-step, real world problems.
 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.
 Understand that attributes belonging to a category of two-dimensional figures
also belong to all subcategories of that category.
 Classify two-dimensional figures in a hierarchy based on properties.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 93
Math K – 6
Approved October 2014
GRADE 6
MATH UNITS

Unit 1: Ratios & Percents

Unit 2: Rational Numbers

Unit 3: Introduction to Expressions & Equations

Unit 4: Two- & Three-Dimensional Geometry

Unit 5: Operations with Decimals

Unit 6: Extension of Expressions & Equations

Unit 7: Statistics

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Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 1: RATIOS AND PERCENTS

CCSS.MATH.CONTENT.6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship
between two quantities.

CCSS.MATH.CONTENT.6.RP.A.2
Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use
rate language in the context of a ratio relationship.

CCSS.MATH.CONTENT.6.RP.A.3
Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios, tape diagrams, double number line
diagrams, or equations.

CCSS.MATH.CONTENT.6.RP.A.3.A
Make tables of equivalent ratios relating quantities with whole-number measurements,
find missing values in the tables, and plot the pairs of values on the coordinate plane.
Use tables to compare ratios.

CCSS.MATH.CONTENT.6.RP.A.3.B
Solve unit rate problems including those involving unit pricing and constant speed.

CCSS.MATH.CONTENT.6.RP.A.3.C
Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100
times the quantity); solve problems involving finding the whole, given a part and the
percent.

CCSS.MATH.CONTENT.6.RP.A.3.D
Use ratio reasoning to convert measurement units; manipulate and transform units
appropriately when multiplying or dividing quantities.
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BIG IDEAS/COMMON THREADS
All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.

ENDURING UNDERSTANDINGS
The connection between ratios and rates to whole number multiplication and division
allows students to solve real world problems using algebra.

ESSENTIAL QUESTIONS
 What is the difference between a ratio and a unit rate?
 How can ratios be utilized to solve real world problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 1 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand the concept of a ratio and use ratio language to describe a ratio
relationship between two quantities.
 Understand the concept of a unit rate a/b, associated with a ratio a:b.
 Use rate language in context of ratio relationship.
 Use ratio and rate reasoning to solve real world problems.
o Make tables of equivalent ratios, relating quantities with whole number
measurements.
o Solve unit rate problems, including unit pricing and constant speed.
 Find the percent of a quantity as a rate per 100.
 Solve problems involving part, whole, and percent.
 Use ratio reasoning to convert measurement units.

RESOURCES
 Math Textbook
 Shared Google Documents

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Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 2: RATIONAL NUMBERS

CCSS.MATH.CONTENT.6.NS.A.1
Interpret and compute quotients of fractions, and solve word problems involving division
of fractions by fractions, e.g., by using visual fraction models and equations to represent
the problem.

CCSS.MATH.CONTENT.6.NS.B.4
Find the greatest common factor of two whole numbers less than or equal to 100 and
the least common multiple of two whole numbers less than or equal to 12. Use the
distributive property to express a sum of two whole numbers 1-100 with a common
factor as a multiple of a sum of two whole numbers with no common factor.

CCSS.MATH.CONTENT.6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities
having opposite directions or values (e.g., temperature above/below zero, elevation
above/below sea level, credits/debits, positive/negative electric charge); use positive
and negative numbers to represent quantities in real-world contexts, explaining the
meaning of 0 in each situation.

CCSS.MATH.CONTENT.6.NS.C.6
Understand a rational number as a point on the number line. Extend number line
diagrams and coordinate axes familiar from previous grades to represent points on the
line and in the plane with negative number coordinates.

CCSS.MATH.CONTENT.6.NS.C.6.A
Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on
the number line; recognize that the opposite of the opposite of a number is the number
itself, e.g., -(-3) = 3, and that 0 is its own opposite.

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CCSS.MATH.CONTENT.6.NS.C.6.B
Understand signs of numbers in ordered pairs as indicating locations in quadrants of the
coordinate plane; recognize that when two ordered pairs differ only by signs, the
locations of the points are related by reflections across one or both axes.

CCSS.MATH.CONTENT.6.NS.C.6.C
Find and position integers and other rational numbers on a horizontal or vertical number
line diagram; find and position pairs of integers and other rational numbers on a
coordinate plane.

CCSS.MATH.CONTENT.6.NS.C.7
Understand ordering and absolute value of rational numbers.

CCSS.MATH.CONTENT.6.NS.C.7.A
Interpret statements of inequality as statements about the relative position of two
numbers on a number line diagram.

CCSS.MATH.CONTENT.6.NS.C.7.B
Write, interpret, and explain statements of order for rational numbers in real-world
contexts.

CCSS.MATH.CONTENT.6.NS.C.7.C
Understand the absolute value of a rational number as its distance from 0 on the
number line; interpret absolute value as magnitude for a positive or negative quantity in
a real-world situation.

CCSS.MATH.CONTENT.6.NS.C.7.D
Distinguish comparisons of absolute value from statements about order.

CCSS.MATH.CONTENT.6.NS.C.8
Solve real-world and mathematical problems by graphing points in all four quadrants of
the coordinate plane. Include use of coordinates and absolute value to find distances
between points with the same first coordinate or the same second coordinate.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Rational numbers include both positive and negative fractions and decimals, which are
necessary to model real world situations.

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Math K – 6
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ESSENTIAL QUESTIONS
 What is the most effective and efficient methods when performing operations with
rational numbers?
 How can operations with rational numbers help solve real world problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 2 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Find the greatest common factor of two whole numbers less than or equal to 100.
 Find the least common multiple of two whole numbers less than or equal to 12.
 Use the distributive property to express a sum of two whole numbers (1-100) with
a common factor as a multiple of a sum of two whole numbers with no common
factor.
 Understand positive and negative numbers as having opposite directions or
values.
 Understand a rational number as a point on the number line. Extend number line
and coordinate axes to include negative numbers.
o Recognize opposite signs of numbers indicate locations on opposite sides of
0.
o Understand signs of numbers in the ordered pairs as indicating locations in
quadrants on the coordinate plane.
o Recognize that when two ordered pairs differ only by signs, the locations of
the points are related by reflections across one or both axes.
o Find and position integers and other rational numbers on a horizontal or
vertical line diagram.
o Find and position pairs of integers or other rational numbers on a coordinate
plane.
 Solve real world problems by graphing points in all four quadrants of the
coordinate plane.
 Solve real world problem involving division of fractions.
 Solve real world problems involving all operation with fractions.
 Understand ordering and absolute of rational numbers.
o Interpret statements of inequality as statements about the relative position
of two numbers on the number line.
o Write, interpret, and explain statements of order for rational numbers in
real world contexts.
o Understand the absolute value of a rational number as its distance from 0
on the number line.

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o Distinguish comparisons of absolute value from statements about order.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 100
Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 3: INTRODUCTION TO EXPRESSIONS & EQUATIONS

CCSS.MATH.CONTENT.6.EE.A.1
Write and evaluate numerical expressions involving whole-number exponents.

CCSS.MATH.CONTENT.6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.

CCSS.MATH.CONTENT.6.EE.A.2.A
Write expressions that record operations with numbers and with letters standing for
numbers.

CCSS.MATH.CONTENT.6.EE.A.2.B
Identify parts of an expression using mathematical terms (sum, term, product, factor,
quotient, coefficient); view one or more parts of an expression as a single entity.

CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of their variables. Include expressions that arise
from formulas used in real-world problems. Perform arithmetic operations, including
those involving whole-number exponents, in the conventional order when there are no
parentheses to specify a particular order (Order of Operations).

CCSS.MATH.CONTENT.6.EE.A.3
Apply the properties of operations to generate equivalent expressions. For example,
apply the distributive property to the expression 3 (2 + x) to produce the equivalent
expression 6 + 3x; apply the distributive property to the expression 24x + 18y to
produce the equivalent expression 6 (4x + 3y); apply properties of operations to y + y +
y to produce the equivalent expression 3y.

CCSS.MATH.CONTENT.6.EE.A.4
Identify when two expressions are equivalent (i.e., when the two expressions name the
same number regardless of which value is substituted into them).
Oradell, River Dell and River Edge Public School District Page 101
Math K – 6
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CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number,
or, depending on the purpose at hand, any number in a specified set.

CCSS.MATH.CONTENT.6.EE.C.9
Use variables to represent two quantities in a real-world problem that change in
relationship to one another; write an equation to express one quantity, thought of as the
dependent variable, in terms of the other quantity, thought of as the independent
variable. Analyze the relationship between the dependent and independent variables
using graphs and tables, and relate these to the equation. For example, in a problem
involving motion at constant speed, list and graph ordered pairs of distances and times,
and write the equation d = 65t to represent the relationship between distance and time.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Expressions contain numbers, variables, and operations. Expressions are evaluated or
simplified. Equations set two expressions equal to one another and are solved.

ESSENTIAL QUESTIONS
 How are the properties of numeric and algebraic operations utilized to evaluate
or simplify an expression?
 How are the properties of equality utilized to solve an equation?
 How can expressions and equations help solve real world problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 3 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Write & evaluate numerical expressions involving whole number exponents.
 Write, read, and evaluate expressions in which letters stand for numbers.
o Convert between verbal expressions and algebraic expressions.
o Identify parts of an expression using mathematical terms.
o Evaluate expressions involving variables, using the Order of Operations.
 Apply properties of operations to generate equivalent expressions.
 Identify when two expressions are equivalent.
 Use variables to represent number and write expressions when solving real world
problems.

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 Use variables to represent two quantities in a real world problem that change in
relationship to one another.
o Understand and apply definition of independent and dependent variable in
an equation.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 103
Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 4: TWO- & THREE-DIMENSIONAL GEOMETRY

CCSS.MATH.CONTENT.6.G.A.1
Find the area of right triangles, other triangles, special quadrilaterals, and polygons by
composing into rectangles or decomposing into triangles and other shapes; apply these
techniques in the context of solving real-world and mathematical problems.

CCSS.MATH.CONTENT.6.G.A.2
Find the volume of a right rectangular prism with fractional edge lengths by packing it
with unit cubes of the appropriate unit fraction edge lengths, and show that the volume
is the same as would be found by multiplying the edge lengths of the prism. Apply the
formulas V = l w h and V = b h to find volumes of right rectangular prisms with fractional
edge lengths in the context of solving real-world and mathematical problems.

CCSS.MATH.CONTENT.6.G.A.3
Draw polygons in the coordinate plane given coordinates for the vertices; use
coordinates to find the length of a side joining points with the same first coordinate or
the same second coordinate. Apply these techniques in the context of solving real-world
and mathematical problems.

CCSS.MATH.CONTENT.6.G.A.4
Represent three-dimensional figures using nets made up of rectangles and triangles,
and use the nets to find the surface area of these figures. Apply these techniques in the
context of solving real-world and mathematical problems.

BIG IDEAS/COMMON THREADS

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Math K – 6
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ENDURING UNDERSTANDINGS
Two- and three-dimensional objects in the real world can be represented and analyzed
through geometry. A two-dimensional object has length and width, while a three-
dimensional object has length, width, and height.

ESSENTIAL QUESTIONS
 What methods can be utilized to find the area of an irregular figure?
 What methods can be utilized to find the volume of rectangular prisms?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 4 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to….
 Find the area of right triangles, other triangles, special quadrilaterals, and
polygons by composing into rectangles or decomposing into triangles and other
shapes.
 Find the volume of a right rectangular prism with fractional edge lengths by
packing it with unit cubes of the appropriate unit fraction edge lengths.
 Show that the volume of a rectangular prism is the same as would be found by
multiplying the edge lengths of the prism.
 Apply the formulas V=lwh and V=Bh to find volumes of right rectangular prisms
with fractional edge length.
 Draw polygons in the coordinate plane given coordinates for the vertices.
 Use coordinates to find the length of a side joining points with the same first
coordinate or the same second coordinate.
 Represent three-dimensional figures using nets made up of rectangles and
triangles, and use the nets to find the surface area of these figures.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 105
Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 5: OPERATIONS WITH DECIMALS

CCSS.MATH.CONTENT.6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.

CCSS.MATH.CONTENT.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm for each operation.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
Numbers can be represented in multiple ways, including decimals. Operations with
decimals can facilitate solving real world problems.

ESSENTIAL QUESTIONS
What is the most effective and efficient method to perform operations with decimals?
How do you know if your answer to a problem is reasonable?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 5 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Fluently divide multi-digit numbers using the standard algorithm.
 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard
algorithm.

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Math K – 6
Approved October 2014
RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 107
Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 6: EXTENSION OF EXPRESSIONS & EQUATIONS

CCSS.MATH.CONTENT.6.EE.B.5
Understand solving an equation or inequality as a process of answering a question:
which values from a specified set, if any, make the equation or inequality true? Use
substitution to determine whether a given number in a specified set makes an equation
or inequality true.

CCSS.MATH.CONTENT.6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or
mathematical problem; understand that a variable can represent an unknown number,
or, depending on the purpose at hand, any number in a specified set.

CCSS.MATH.CONTENT.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the
form x + p = q and px = q for cases in which p, q and x are all nonnegative rational
numbers.

BIG IDEAS/COMMON THREADS

All students will understand the meaning of numbers, how they may be represented and
the relationships among them. They will perform computations and acquire knowledge
of the physical world from the point of view of quantitative relationships.
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Math K – 6
Approved October 2014
ENDURING UNDERSTANDINGS
Variables in algebraic equations and inequalities represent a quantity. This quantity can
be identified by using the properties of equality and inequality to solve the problem.

ESSENTIAL QUESTIONS
 Given an equation or inequality, what value(s) for the variable make the equation
or inequality true?
 How are equations and inequalities utilized to solve real world problems?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 6 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Understand solving an equation or inequality as a process of answering a
question (what makes the equation true?).
 Use variables to represent numbers and write expressions when solving real
world problems.
 Solve real world problem using one step equations.
 Use variables to represent two quantities in a real world problem that change in
relationship to one another.
 Understand and apply definition of independent and dependent variable in an
equation.
 Use graph and tables to analyze relationship between an independent and
dependent variable; and relate these to an equation.

RESOURCES
 Math Textbook
 Shared Google Documents

Oradell, River Dell and River Edge Public School District Page 109
Math K – 6
Approved October 2014
MATH GRADE 6 CURRICULUM
UNIT 7: STATISTICS

CCSS.MATH.CONTENT.6.SP.A.1
Recognize a statistical question as one that anticipates variability in the data related to
the question and accounts for it in the answers.

CCSS.MATH.CONTENT.6.SP.A.2
Understand that a set of data collected to answer a statistical question has a distribution
which can be described by its center, spread, and overall shape.

CCSS.MATH.CONTENT.6.SP.A.3
Recognize that a measure of center for a numerical data set summarizes all of its
values with a single number, while a measure of variation describes how its values vary
with a single number.

CCSS.MATH.CONTENT.6.SP.B.4
Display numerical data in plots on a number line, including dot plots, histograms, and
box plots.

CCSS.MATH.CONTENT.6.SP.B.5
Summarize numerical data sets in relation to their context, such as by:

CCSS.MATH.CONTENT.6.SP.B.5.A
Reporting the number of observations.

CCSS.MATH.CONTENT.6.SP.B.5.B
Describing the nature of the attribute under investigation, including how it was
measured and its units of measurement.

CCSS.MATH.CONTENT.6.SP.B.5.C
Giving quantitative measures of center (median and/or mean) and variability
(interquartile range and/or mean absolute deviation), as well as describing any overall
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Approved October 2014
pattern and any striking deviations from the overall pattern with reference to the context
in which the data were gathered.

CCSS.MATH.CONTENT.6.SP.B.5.D
Relating the choice of measures of center and variability to the shape of the data
distribution and the context in which the data were gathered.

BIG IDEAS/COMMON THREADS

ENDURING UNDERSTANDINGS
The question to be answered determines the data to be collected and how best to
collect it. Basic statistical techniques can be used to analyze data in the workplace.

ESSENTIAL QUESTIONS
 What is average?
 What makes a data representation useful?
 How does my sample affect confidence in my predication?

UNIT ASSESSMENT (See appendix Unit assessment)

Unit 7 Assessment

LESSON SKILLS & OBJECTIVES

Students will be able to…
 Recognize a statistical question as one that anticipates variability in the data
related to the question and accounts for it in the answers.
 Understand data has a distribution which can be described by it’s center, spread,
and overall shape.
 Recognize that a measure of center describes a numerical data set summarizes
all of its values with a single number, while a measure of variation describes how
its values vary with a single number.
 Display numerical data and plots on a number line, including dot plots,
histograms, and box plots.
 Summarize numerical data sets in relation to their context, such as by:
o Reporting the number of observations.
o Describing the nature of the attributes under investigations, including how
it was measured and its units of measurement.

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o Giving quantitative measure of center (median and/or mean) and
variability (interquartile range and/or mean absolute deviation.
o Relating the choice of measures of center and variability to the shape of
the data distribution and the context.

RESOURCES
 Math Textbook
 Shared Google Documents

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Math K – 6
Approved October 2014
Unit Assessments

UNIT ASSESSMENTS

Kindergarten

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 1 Assessment: Counting from 1 to 10

1. Write the Numbers 1 – 5

Numeral Writing

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 2 Assessment: Counting 11-20, Counting by 10’s

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check  student’s outcome

Date of for each task below.
Student Learning Objectives Related Task
Task
Beginning Developing Secure
Learning Objective #1 Scattered
Count as many as 20 things, in a Objects/ Line
line and 10 things scattered- of Objects
(K.CC.5)
Learning Objective #2 Counting
Count to 50 by ones- (K.CC.1)
Learning Objective # 3 Skip Counting
Count by tens, up to 50-
(K.CC.1)
Learning Objective #4 Count from a
Count forward beginning from a given number
given number- (K.CC.2)
Learning Objective # 5 Greater than,
Identify whether the number of objects less than, equal
in a group is >,<,= to the number of to
objects in another group- (K.CC.6)
Learning Objective #6 Comparing
Compare 2 numbers between 1 Numbers
ad 10 presented as written
numerals – (K.CC.7)
Learning Objective #7 Writing
Write numbers from 11-20- numbers
(K.CC.3)
Learning Objective #8 Composing
Compose and decompose numbers from and
11-19 into tens and ones-(K.NBT.1) decomposing
numbers
Learning Objective #9 Composing
Record each composition and and
decomposition using equations or decomposing
drawings- (K.NBT.1) numbers

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #1 Count as many as 20 things, in a line and 10 things scattered- (K.CC.5)

Task 1: Line of Objects

Materials: Manipulatives in the room (blocks, coins, crayons, etc.)

Directions:
1. Give the student 18 objects in a line.
2. Tell the student, “I will give you some objects and ask you to tell me how many there are. If I
showed you this many (show them 18), you would say 18.”
3. Give the students a collection of 12 items in a line (blocks, coins, crayons, etc.)
4. Ask the student, “How many objects are there?”
5. Next, ask the student, “How many objects would there be if we added one more?”
6. Give the students a collection of 10 items in a line (blocks, coins, crayons, etc.)
7. Ask the student, “How many objects are there?”
8. Next, ask the student, “How many objects would there be if we added one more?”

Beginning Developing Secure

Objective # 6 The student does not correctly The student counts correctly, The student tells the correct
count the objects using a one- but does not answer the “how number of objects.
Answer “how many?”
to-one correspondence (i.e., the many” question.
questions about groups of
student may say the correct
objects up to 10 when
names in sequence, but does
arranged in a line or up to 5
not assign exactly one number
in a scattered configuration.
name to each object).
(K.CC.5)

Objective #2 Count to 50 by ones- (K.CC.1)

Objective #3 Count by tens, up to 50- (K.CC.1)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Fingers

Please use the information below to answer questions 2 and 3

Administration: Whole class organized into small groups
Materials: None needed
Directions:
1. Tell the students, “We are going to practice counting by ones and tens. First, let's practice
counting by ones. Count each of my fingers as I hold them up.”
2. Hold up each of your fingers one at a time and have students count along: 1, 2, 3, 4, 5.
3. Next tell the students, “We are also going to practice counting by tens.”
4. Have a student come to the front of the class and hold up both hands.
5. Hold up both of your hands. Tell the students, “We are going to count (student's name)
fingers and my fingers by tens.”
6. Have students count along: 10, 20.
7. Put the students in groups of three.
8. Have each student count the number of fingers in their group by ones.
9. Repeat, counting by tens.

Note: If not all students can be assessed with one administration, the activity can be repeated on
another day.

Beginning Developing Secure

The student makes more than
Objective #2 Count to 50 by The student makes more The student correctly
2 errors while counting by
ones- (K.CC.1) than 2 errors while counting counts to 50 by ones.
ones (skips, repeats, or
misorders numbers). by ones (skips, repeats, or
misorders numbers).

The student makes more than

Objective #3 Count by 2 errors while counting by
The student makes more The student correctly
tens, up to 50- (K.CC.1) ones (skips, repeats, or than 2 errors while counting counts to 50 by tens.
misorders numbers). by ones (skips, repeats, or
misorders numbers).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #4 Count forward beginning from a given number- (K.CC.2)

Task 3: Popcorn

Counting Forward from a given number

Administration: Small group
Materials: Ball
Directions:

1. Arrange the small group of students in a circle (inside or outside).

2. Tell the students, “We are going to play a game called Popcorn. I am going to call out a
number and ask you to count forward beginning at that number. So if I say 5, you would
say 6, 7, 8, 9 and keep counting until I say Popcorn.”
3. Make sure the students understand the directions by asking, “If I say 10, then what would
you count?”
4. Have the students count together: 11, 12, 13, 14, 15. Then say “Popcorn.” Make sure they
know to stop counting when you say Popcorn.
5. Tell the students, “I am going to hold this ball and say a number from 0 to 30. I want you
to count forward beginning with the number that I say. Keep counting until I say Popcorn.
After I say Popcorn I am going to pass the ball to another student. That student will pick a
number from 0 to 30 and you will count from that number until you hear Popcorn. You will
keep passing the ball around and counting.”
6. Hold the small ball, pick a number from 0 to 30, and say it aloud.
7. Have everyone in the small group count on from the number you called until you say
“Popcorn.”
8. Once you say “Popcorn,” pass the ball to a student. Tell the student, “Pick a number from 0
to 30 and say it aloud.”
9. Have everyone in the small group count on from the number called until you say “Popcorn”
again.
10. Each time you say “Popcorn,” make sure the student holding the ball passes it to another
student who will generate a new starting number between 0 and 30.
11. Repeat as many times as necessary to give the students a variety of numbers to count from,
besides 1.

Beginning Developing Secure

Learning Objective # 1
The student cannot count with
the rest of the class but can
The student counts forward The student correctly
Count by ones up to 10 pick a number to start with. from the given number with counts forward from the
(K.CC.1) OR the rest of the class, but given starting number.
The student cannot count skips or repeats some
forward from the given numbers.
number without starting at 1.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #5 Identify whether the number of objects in a group is >,<,= to the number of objects in
another group- (K.CC.6)

Task 4: Grab and Count

Administration: Small group

Materials: A total of 20 manipulatives, such as bears, cubes, and buttons (10 manipulatives of
one color and 10 of another), brown bag, blank paper, and copies of “Grab and Count” recording
sheet

Directions:

1. Give each student a blank sheet of paper.

2. Tell the students that you are going to play some number games together. Say, “I have
some bear counters [name of manipulative] in this bag. I wonder how many counters
I have in this bag. Let’s count them together as I pull them out.”
3. Before you grab any counters, ask, “How many counters do I have on my desk?”
Students should respond, “0.” Then say, “Write down the number 0 on your blank
paper.”
4. Pull one counter out of the bag. Ask, “How many do I have?” Students should respond,
“1”. Then say, “Write down the number 1 on your paper.”
5. Continue pulling one counter out of the bag as a group, counting the new amount, and
recording all the numerals from 0 to 20.
6. Ask, “How many bear counters were in this bag?” Students should respond, “20”
7. Provide each student with the 20 manipulatives and a copy of the “Grab and Count”
recording sheet.
8. Tell the students that they will grab a handful (or two handfuls if needed) of
manipulatives from their brown bag. They will place all the counters of one color in one
oval on the recording sheet and all the counters of another color on the other oval of their
recording sheet. Instruct the students to count the manipulatives of each color and to
record the total number of manipulatives for each color on the recording sheet. Put the
manipulatives back in the bag.
9. Say, “Circle the group with the greatest amount of counters,” followed by
“Underline the group with the least amount of counters.” Then say, “If the two
groups have an equal number of counters, circle both of them.”
10. Repeat Steps 8 and 9 two more times.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Rubric

Beginning Developing Secure

Count and represent with The student cannot correctly

The student can correctly The student correctly
a written numeral a count the total number of
count the total number of counts the total number of
number of objects to 20. objects or makes more than 2
objects but makes 1-2 objects and records the total
(K.CC.3) errors (e.g., flipping a numeral,
reversing the digits) in
errors (e.g., flipping a number of objects with a
recording the total number of numeral, reversing the written numeral 0-20.
objects with a written numeral digits) in recording the total
0-20. number of objects with a
written numeral 0-20.
OR
The student can record the
number of objects with a
written numeral, but the
student cannot count
correctly.
The student writes the numbers
Write numerals from The student writes the numbers The student writes the numbers
up to 10. up to 10 and some from 11 to 20. from 0 to 20.
zero to 20. (K.CC.3)
The student reverses the written
numeral.

The student identifies a set of

Objective # 5 Identify The student identifies a set The student correctly
objects that is greater than, or
whether the number of of objects that is greater identifies a set of objects
less than, or equal to another
objects in a group is than, less than, or equal to that is greater than, less
set of objects with more than 2
>,<,= to the number of errors by using counting
another set of objects with than, or equal to another set
objects in another strategies. 1 error by using counting of objects, by using
group- (K.CC.6) strategies. counting strategies.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #6 Compare 2 numbers between 1 ad 10 presented as written numerals – (K.CC.7)

Task 5: Hold up

Administration: Small group

Materials: Number cards from 0 to 10, blank paper

Directions:

1. Tell the students, “I am going to hold up two number cards and I want you to figure
out which number is larger. If I hold up 1 (hold up a 1) and a 3 (hold up a 3), write
on your paper the number that is larger and then flip your paper over so nobody
else can see.”
2. Say, “On the count of three I am going to ask you to hold up the number that you
thought was larger. 1, 2, 3, hold it up.” Students should show you a 3.
3. Say, “Now I am going to show you two more numbers. Write the larger number on
your paper and flip it over.”
4. Hold up the number cards 8 and 4.
5. Tell the students, “Write the larger number on your paper and then flip your paper
over to hide your answer.”
6. Then say, “On the count of three, hold up the number you think is the largest. 1, 2, 3,
hold it up.”
7. Repeat three times with different sets of numbers.
8. Then, repeat the task by saying to the students, “Now I am going to hold up two cards
and ask you to write the smaller number.”
9. Tell the students, “I am going to hold up two number cards and I want you to figure
out which one is smaller. If I hold up 1 (hold up a 1) and a 3 (hold up a 3), write on
your paper the number that is smaller and then flip your paper over.”
10. Say, “On the count of three I am going to ask you to hold up the number that you
thought was smaller. 1, 2, 3, show me your numbers.” Students should show you a 1.
11. Repeat three times with different sets of numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Rubric
Beginning Developing Secure

Objective # 6 The student is unable to The student consistently finds the larger of the pair, The student is able to
correctly compare more but is inconsistent with finding the smaller of the correctly compare all
Compare numbers (up to
than half of the pairs of pair. pairs of numbers.
10) written as numerals.
numbers.
(K.CC.7) OR
The student consistently finds the smaller of the pair,
but is inconsistent with finding the larger of the pair.
OR
The student makes 1-3 errors in comparing the pairs
of numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #7 Write numbers from 11-20- (K.CC.3)

Task 6: Writing Numbers

Write Numbers From 11 to 20

Administration: Individual

Materials: General Worksheet

Directions: Have Students write the Numbers 11 through 20 on the worksheet

Beginning Developing Secure

The student makes more than
Objective #7 Write 2 errors in writing the
The student makes 1-2 The student correctly writes
numbers from 11-20- numerals. errors in writing the the numerals 11 to 20
(K.CC.3) numerals (such as
reversals).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Objective #8 Compose and decompose numbers from 11-19 into tens and ones-(K.NBT.1)

Objective #9 Record each composition and decomposition using equations or drawings- (K.NBT.1)

Task 7: Bundles of Math

Administration: Individual

Materials: 30 Popsicle sticks and two rubber bands

Directions:

1. Bundle two sets of 10 Popsicle sticks using the rubber bands. Provide the student with the
two bundles of 10 Popsicle sticks and 10 individual Popsicle sticks.
2. Tell the student, “Today we are going to use tens and ones to make different
numbers. Let’s practice the activity. Can you show me the number 12?” Provide the
student time to think about this and make sure he/she shows you one bundle of 10 and 2
ones, i.e. 10+2=12. It is okay if the student unbundles one of the sets of 10, as long as
they show 12 as 1 bundle of 10 and 2 ones (single sticks).
3. Ask the student, “ Can you show me the number 17?”
4. Next ask, “Can you show me the number 13?”
5. Before starting the rest of the problems, take the 10 individual ones away, leaving the
student with two bundles of 10.
6. Ask, “Can you make the number 18?”
7. Give them two bundles of 10 and ask, “ Can you show me the number 14?”
8. Give them two bundles of 10 and ask, “ Can you show me the number 11?”

Beginning Developing Secure

SLO #5 The student correctly answers 2 The student correctly answers 3 The student correctly answers all
or fewer questions. to 5 of the questions. 6 of the questions.
Compose and decompose
numbers from 11 to 19 into a OR
group of ten and one(s) with or
The student can correctly
without manipulatives. Record
compose numbers, but cannot
each composition or
correctly decompose the
decomposition through a
numbers.
drawing or equation.
(K.NBT.1) OR
The student can correctly
decompose numbers, but cannot
correctly compose the numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 3 Assessment

Measurement and Data

Check  student’s outcome

Date of for each task below.
Student Learning Objectives Related Task
Task
Beginning Developing Secure
Learning Objective #1
Introduce the concept of length, longer,
shorter (K.MD.1)

Learning Objective #2
Introduce the concept of weight, heavier,
lighter-(K.MD.1)

Learning Objective # 3
Compare objects based on a shared attribute-
(K.MD.2)

Learning Objective #4
Determine if compared objects are more or
less of attribute- (K.MD.2)

Learning Objective # 5
Classify objects into given category-
Count the number of objects in each category
(no more than 10)- (K.MD.3)

Learning Objective #6
Classify objects into given category- Sort
categories by count- (K.MD.3)

Learning Objective #7
Count to 100 by ones and tens (K.CC.1) – to
correspond with 100 days of school activities,
counting and grouping objects

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: Which is Heavier or Longer?

Learning Objective #1
Introduce the concept of length, longer, shorter (K.MD.1)
Learning Objective #2
Introduce the concept of weight, heavier, lighter-(K.MD.1)
Learning Objective # 3
Compare objects based on a shared attribute- (K.MD.2)
Learning Objective #4
Determine if compared objects are more or less of attribute- (K.MD.2)

Administration: Small group

Materials: One marker, a heavy binder, 5 glue sticks, a balance scale (if you have one), 5 cubes, 5
unsharpened pencils, 5 folders, 5 paper clips, and 5 books (be sure the groups of objects have different
weights so the students can make a clear comparison)

Directions:

1. Randomly place the cubes, pencils, folders, paper clips, and books in the middle of the
floor.
2. Hold up one of the folders and a book. Ask students, “Can you describe how these are
different?”
3. Listen to student responses. If necessary try to get them to discuss measurable differences
in the objects. For example, the textbook is heavier than the composition book.
4. Next, hold up one glue stick and one pencil. Ask students, “Can you describe how these
are different?”
5. Listen to student responses. They should say that the pencil is longer or heavier than the
glue stick, or that the glue stick is shorter than the pencil.
6. Repeat this with various objects of different lengths and weights before moving to step 7.
7. Tell students, “We are going to weigh some objects today. I want to know which
weighs more, this marker (hold up the marker) or this binder (hold up the heavy
binder)?”
8. Students should respond, “The binder.”
9. Say, “Okay, now I am going to give each of you a glue stick (give each student a glue
stick). Go to the objects in the middle of the floor and find something that weighs
more than your glue stick. Once you have picked an object that weighs more than
your glue stick, bring it to me.”
10. Have students use a balance scale to compare the weights of each group of objects, or
have them use their hands to feel the weight if there is no balance.
11. Once you check their selection, have them return the object to the floor.
12. Next, instruct students, “Go to the objects in the middle of the floor and find
something that weighs less than your glue stick. Once you have picked an object that
weighs less than your glue stick, bring it to me.”
13. Once you check their selection, have them return the object to the floor.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. Next, instruct students, “Go to the objects in the middle of the floor and find
something that is longer than your glue stick. Once you have picked an object that is
longer than your glue stick, bring it to me.”
15. Once you check their selection, have them return the object to the floor.
16. Finally, instruct students, “Go to the objects in the middle of the floor and find
something that is shorter than your glue stick. Once you have picked an object that
is shorter than your glue stick, bring it to me.”

Rubric

Beginning Developing Secure

Objective #2 The student does not The student can describe The student correctly
describe any differences in weight but describes differences in
Describe measureable
measureable differences not of length. objects based on weight
attributes of objects,
in the objects. and length.
e.g., length and weight. Or
(K.MD.1)
The student can describe
differences in length but
not on weight.

Objective #3 The student does not The student correctly The student correctly
select objects that have compares the objects compares all objects
Directly compare and
more or less weight than based on weight, but not based on it having more
describe two objects
the glue stick and they on length. or less weight and length
with a measurable
do not select objects that than another object.
attribute in common Or
are longer or shorter
using “more of”/”less
than the glue stick. The student correctly
of” the attribute, e.g.,
compares the objects
directly compare the
based on length, but not
heights of two children
on weight.
and describe one child
as taller/shorter.
(K.MD.2)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Sorting

Objective # 5
Classify objects into given category-
Count the number of objects in each category (no more than 10)- (K.MD.3)

Objective #6
Classify objects into given category- Sort categories by count- (K.MD.3)

Administration: Individual

Materials: A small bag of objects (such as buttons, foam shapes, counters), a mat or a piece of paper.

Directions:

1. Use objects with 2-3 different attributes (such as color, size, and shape).
2. Ask, “Look at these buttons (or name of the objects). How are they same? How are they
different?”
3. Then ask, “Can you sort them into different groups based on color (or choose one of the
attributes noticed by the student)?”
4. Have the student identify similarities and difference between objects and sort them into piles
on the paper based on color (or name one attribute).
5. Say, “Count how many buttons (or name one attribute) there are in each pile. Let's write
the number next to each pile.”
6. When the task is completed, ask, “Now can you sort them differently?” (if necessary, name
the attributes, such as size and shapes)
7. Observe whether the student can sort things using a different attribute.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Rubric
Beginning Developing Secure

Objective # 5
The student randomly The student can sort the The student sorts the
separates the objects. objects appropriately objects based on the
AND using the given given attribute and
attribute, but makes 1-2 counts the object in
The student makes errors in counting the each category correctly.
more than 2 errors in objects.
counting the objects OR
in each category.
The student can
correctly count the
objects in each
category, but is
unable to sort the
objects completely
using the given
attribute.

Objective # 6
The student randomly The student can sort the The student sorts the
separates the objects. objects appropriately objects based on the
AND using the given given attribute and
attribute, but makes 1-2 counts the object in
The student makes errors in counting the each category correctly.
more than 2 errors in objects.
counting the objects OR
in each category.
The student can
correctly count the
objects in each
category, but is
unable to sort the
objects completely
using the given
attribute.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Counting Around

Objective #7 Count orally to 100 by ones and tens (K.CC.1)

Administration: Individual

Materials: A base starting line in the classroom (made with masking tape)

Directions:

1. Ask the student to stand behind the starting line. Tell the student, “We are going to practice
counting by ones and tens. How high do you think you can count?”
2. Say, “Count as high as you can while taking baby steps. Let’s start at 1.” [The teacher can
ask the student to start from a different number based on data from the last assessment.]
3. Have the student count by 1s.
4. If the student makes mistakes, mark the incorrect responses and indicate the number to which the
student can count to accurately.
5. Say, “Great. Now, we are going to skip count by 10s. This time let’s hop (or take big steps)
while you skip count by 10s.”
6. Have the student count by 10s.
7. If the student makes mistakes, mark the incorrect responses, and indicate the number to which the
student can count to accurately by tens.

Beginning Developing Secure

Count orally to 100 by The student correctly The student counts to The student correctly
ones and tens. counts to 50 by ones. 100 by ones with 1-2 counts to 100 by ones.
(K.CC.1) errors (skips, repeats, or
OR
misorders numbers).
--count by ones
The student correctly
counts to 50 by ones, but
makes 3 or more errors
(skips, repeats, or
misorders numbers)
counting from 50 to 70
by ones.

SLO # 1 The student correctly The student counts to The student correctly
counts to 50 by tens 100 by tens with 1-2 counts to 100 by tens.
Count orally to 100
errors (skips, repeats, or
(K.CC.1) OR by ones and tens.
misorders numbers).
--count by tens The student correctly
counts to 50 by tens, but
makes 3 or more errors
(skips, repeats, or
misorders numbers)
counting from 50-70 by
tens.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 4 Assessment

Addition

Check  student’s outcome

Date of for each task below.
Student Learning Objectives Related Task
Task
Beginning Developing Secure
Learning Objective #1
Introduce the concept of addition as putting
together and adding to – (K.OA.1)
Learning Objective #2
Represent addition with objects, fingers,
mental images and drawings- (K.OA.1)
Learning Objective # 3
Solve addition problems within 10-
(K.OA.2)
Learning Objective #4
Decompose numbers less than or equal to 10
into pairs in more than one way – (K.OA.3)
Learning Objective # 5
For any number 1-9, find the number that
makes 10- (K.OA.4)
Learning Objective #6
Fluently add within 5 – (K.OA.5)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Learning Objective #1- Introduce the concept of addition as putting together and adding to – (K.OA.1)
Learning Objective #2- Represent addition with objects, fingers, mental images and drawings- (K.OA.1)

Task 1: Sharing and Eating Apples

Administration: Individual

Materials: Manipulatives (counters, blocks, bears, etc.), crayons, and paper

Directions:

1. Place the manipulatives and paper in front of the student. Allow them to either use the
manipulatives or to create a drawing to answer each question.
2. Tell the student, “I will give you some objects and paper to help you figure out the answer to
a question. You can use the objects or draw a picture on the piece of paper to help you.”
3. Read the problem in stages to the student, “Bill and Eva both have apples at snack time. Bill
has three apples. Show me Bill’s apples using the blocks or by drawing a picture.” Make
sure the student represents the 3 apples with the manipulatives or drawing. Help the student
represent the 3 apples if necessary.
4. Continue reading the problem, “Eva has five apples. Show me Eva’s apples using the blocks
or by drawing a picture.” Makes sure the student represents the 5 apples correctly. Help them
represent the 5 apples if necessary.
5. Continue by restating problem so far, “Bill and Eva both have apples at snack time. Bill has
three apples. Eva has five apples.” Finish by reading the question, “How many apples do Bill
and Eva have altogether?” Provide students with time to answer the question and help him/her
understand the question if he/she are unsure.
6. Once you have modeled the Bill and Eva problem with the student, read the student the questions
below. Do not assist them with modeling and answering these questions.

Questions:
1. Rosa has six apples. Rosa buys two more apples. How many apples does Rosa have
altogether?
2. Jared has seven apples at home. He buys three more apples at the store. How many apples
does Jared have altogether?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Beginning Developing Secure

SLO # 7 The student does not use The student models the problems correctly The student correctly solves all two
the correct amount of but uses the wrong operation to solve the problems.
Create addition and
objects to model the problems
subtraction events with
problems for more than
objects (or make OR
two problems
drawings) to represent
The student miscounts when trying to add
a sum (putting
or subtract for up to two problems.
together) or a
difference (taking
from) up to 10.
(K.OA.1)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 5 Assessment

Subtraction

Check  student’s outcome

Date of for each task below.
Student Learning Objectives Related Task
Task
Beginning Developing Secure
Learning Objective #1
 Introduce the concept of subtraction as
taking apart and taking from –
(K.OA.1)
Learning Objective #2
 Represent subtraction with objects,
fingers, mental images and drawings-
(K.OA.1)
Learning Objective # 3
 Solve subtraction problems within 10-
(K.OA.2)
Learning Objective #4
 Fluently subtract within 5 – (K.OA.5)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: Which is Heavier or Longer?

Administration: Small group

Directions:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Rubric

Beginning Developing Secure

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Sorting

Objective # 5
Classify objects into given category-
Count the number of objects in each category (no more than 10)- (K.MD.3)

Objective #6
Classify objects into given category- Sort categories by count- (K.MD.3)

Administration: Individual

Materials: A small bag of objects (such as buttons, foam shapes, counters), a mat or a piece of paper.

Directions:

Rubric
Beginning Developing Secure

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Counting Around

Objective #7 Count orally to 100 by ones and tens (K.CC.1)

Administration: Individual

Materials: A base starting line in the classroom (made with masking tape)

Directions:

8. Ask the student to stand behind the starting line. Tell the student, “We are going to practice
counting by ones and tens. How high do you think you can count?”
9. Say, “Count as high as you can while taking baby steps. Let’s start at 1.” [The teacher can
ask the student to start from a different number based on data from the last assessment.]
10. Have the student count by 1s.
11. If the student makes mistakes, mark the incorrect responses and indicate the number to which the
student can count to accurately.
12. Say, “Great. Now, we are going to skip count by 10s. This time let’s hop (or take big steps)
while you skip count by 10s.”
13. Have the student count by 10s.
14. If the student makes mistakes, mark the incorrect responses, and indicate the number to which the
student can count to accurately by tens.

Beginning Developing Secure

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Kindergarten Unit 6 Assessment: Geometric Shapes

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Student
Date of
Tasks Learning for each task below.
Task
Objectives
Beginning Developing Secure

Task 1: SLO #1
Popcorn
Task 2: SLO #2
Name Me
SLO #3

Task 3: SLO #4
I Spy
Task 4: SLO # 5
Let’s Make Shapes
Task 5: SLO # 6
New Shapes

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of
need. Plan specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: Name Me

# STUDENT LEARNING OBJECTIVES CCSS

2 Describe objects in the environment using names of shapes, and describe K.G.1
the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.
3 Correctly name shapes regardless of their orientations or overall size. K.G.2

Administration: Individual

Materials: 2-D Foam shapes or pattern blocks and 3-D objects from the classroom (make sure
you have shapes with different orientations and sizes: squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres)

Directions:

1. Place the shapes in front of the student. Say, “Let’s build something with these
shapes.” Provide the student with time to create something using the shapes.
2. Once they have finished, say to the student, “Tell me the name of each shape as I point
to it.” Make sure they name each shape in their creation as you point.
3. Then, tell the student, “Describe where the [you name the shape] is in your model.”
Make sure they name the shapes and describe their relative positions in relation to other
shapes. They should respond with, “The circle is above the square.” Or “The circle is
next to the triangle."
4. If necessary point to another shape and ask them, “Describe where this [point to a
shape] is in relation to the square.”
5. Repeat this with at least 3 more shapes.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name Me Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #2 The student correctly The student correctly In all questions asked,
names the shapes but is names and describes the the student correctly
Describe objects in the
unable to describe the shape in relation to other names the shape and
environment using
position of a shape in shapes 1 to 2 times. describes its position in
names of shapes, and
relation to other shapes. relation to other shapes.
describe the relative
positions of these
objects using terms
such as above, below,
beside, in front of,
behind, and next to.
(K.G.1)

SLO #3 The student correctly The student correctly The student correctly
names at least two of the names all of the shape names all the shapes,
Correctly name shapes
shapes. types but is inconsistent regardless of their
regardless of their
naming them when the orientations and size.
orientations or overall
orientation or size of the
size. (K.G.2)
shape changes.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: I Spy

# STUDENT LEARNING OBJECTIVES CCSS

4 Identify shapes as two-dimensional (lying in a plane, “flat”) or three- K.G.3
dimensional (“solid”).

Administration: Small group

Materials: Various two-dimensional and three-dimensional shapes (triangle, square, rectangle,

trapezoid, hexagon, circle, box, cube (prism), ball (sphere), cones, cylinders)

Directions:

1. Arrange the small group of students in a circle (at a table or on the floor) and place the
shapes in the middle of the circle.
2. Tell the students, “We will play the ‘I Spy’ game today. There are shapes in the
middle of the circle. I will say, “I Spy ----“ (either something flat or something solid).
You will all look at the shapes in the circle, pick up the shape I described, and show
it to me.”
3. Say, “I spy something flat.”
4. Let all the students pick an object from the middle of the circle. Once they have showed it
to you, instruct them to put it back in the middle.
5. Say, “I spy a solid shape.”
6. Let each student find a solid, 3-D, shape.
7. Repeat 2-3 times, asking each student to pick different flat and solid shapes than she or
he has already picked. You may also have them say what shape they chose (for example
‘a flat square’ or ‘a solid cube’).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

I Spy Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #4 The student correctly The student correctly The student correctly
identifies no flat or solid identifies flat shapes, but identifies flat and solid
Identify shapes as two-
shapes. not solid shapes. shapes.
dimensional (lying in a
plane, “flat”) or three- OR
dimensional (“solid”).
The student correctly
(K.G.3)
identifies solid shapes,
but not flat shapes.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Let’s Make Shapes

# STUDENT LEARNING OBJECTIVES CCSS

5 Model shapes in the world by building shapes from components (e.g., K.G.5
sticks and clay balls) and drawing shapes.

Administration: Small group

Materials: Art materials (e.g., play dough, clay, wiki sticks, popsicle sticks, straws, etc.),
crayons and color pencils, and blank paper

Directions:

1. Provide the students with materials to make various shapes.

2. Tell the students, “Today we are going to make shapes with the materials I gave you.
Can you make a triangle?” They can either draw the triangle on the blank paper or use
the sticks or straws to make a triangle.
3. Ask the students to make various shapes. For example, say, “Let’s make a square.”
4. Remove the paper, crayons, and pencils, but leave the art materials in front of the
students.
5. Ask, “Can you make a ball?” The students should create a three-dimensional model of a
ball.
6. Say to the students, “For the next question, you can use different materials or shapes.
Can you make a house or school?” The students should create a three-dimensional
model of the house or school. Recall, they should be familiar with squares, circles,
triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.
7. Ask, “Can you build something else with your materials?” Once they have each had
time to build their new model, ask, “Can you tell me what you built?”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Let’s Make Shapes Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #5 The student correctly The student correctly The student correctly
makes at least 2 of the models the two- models and draws the
Model shapes in the
shapes using the dimensional shapes, but two-dimensional shapes
world by building shapes
materials or drawing. is unable to model the and the three-
from components (e.g.,
three-dimensional dimensional shapes.
sticks and clay balls) and
shapes, or vice versa.
drawing shapes. (K.G.5)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 4: New Shapes

# STUDENT LEARNING OBJECTIVES CCSS

6 Compose simple shapes to form larger shapes. For example, “Can you K.G.6
join these two triangles with full sides touching to make a rectangle?”

Administration: Small group

Materials: Shape Cutouts Worksheet, baggies

Directions:

1. Cut out the shapes on the Shape Cutouts Worksheet and place 1 set in each bag. Give
each student a set of shapes.

2. Ask the students, “Can you make a new shape using the two triangles?”

3. Provide students time to find the two triangles and to create a new shape. Then ask,
“What shape did you create?”

4. Read the following questions one by one, allowing students time to create each composite
shape between each question. After providing them with time to create a new shape, ask
them, What shape did you create?”

Questions:
1. Can you make a new shape using the two rectangles?

2. Can you make a new shape using two squares?

3. Can you make a new shape using the rectangle and triangle?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Shape Cutouts

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

New Shapes Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #6 The student correctly The student correctly The student correctly
composes simple shapes composes simple shapes composes simple shapes
Compose simple shapes
1 time to make new 2 or 3 times to make new 4 times to make new
to form larger shapes
shapes. shapes. shapes.
For example, “Can you
join these two triangles
with full sides touching
to make a
rectangle?”(K.G.6)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 1 Assessment: Add and Subtract within 20

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check  student’s outcome

Date of for each task below.
Student Learning Objectives Related Task
Task
Beginning Developing Secure
SLO #1 Missing Numbers
Count utilizing written or verbal numerals
starting at any number less than 100.
(1.NBT.1)
SLO #2 Counting Forward
Count forward or backwards from any and Backwards
number within 20 to solve addition and
subtraction problems. (1.OA.5)
SLO # 3 Count How Many
Compose and decompose numbers to 20 to
identify the value of the number in the tens
and ones place. (1.NBT.2)
SLO #4 Addition and
Add or subtract whole numbers within 20 Subtraction Across
using strategies including making a 10 or 10
decomposing a number leading to a 10.
(1.OA.6)
SLO # 5 Flip the Number
Apply properties of operations to add or Cube
subtract whole numbers within 20
(Commutative and Associative properties of
addition). (1.OA.3)
SLO #6 Unknown Addends
Solve subtraction problems using unknown
addends within 20. (1.OA.4)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #1 Count utilizing written or verbal numerals starting at any number less than 100.
(1.NBT.1)

2Task 1: Missing Numbers

Administration: Small group (2-3 students)

Materials: Index cards with numbers from 1 – 100, copies of the “Missing Numbers” worksheet

Directions:

1. Say, “These cards have numbers on them. I am going to ask you to pick a card, and
then start counting from that number. For example, if you pick‘18,’ you would say,
‘18, 19, 20. 21, and keep going until I say stop.”
2. Ask one student to pick a card from the pile. Have the student count starting from the
number on the card for 10-15 numbers.
3. Repeat Step 2 with the other students in the group.
4. Repeat until all students have drawn 3 cards each.
5. After all students have been assessed on their ability to count verbally, give each student
in the group a “Missing Numbers” worksheet.
6. Tell the students, “These number lines are missing some numbers. Let’s look at the
first number line. I would like you to write the missing numbers below the number
line.”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: ____________ DATE: _

MISSING NUMBERS

Use the number line to write the missing numbers.

15 16 _ _ _ _ ___ 22 23 24 25

30 31 32 _ _ _ _ ___ 38 39 40

57 58 59 _ _ _ _ ___ 65 66 67

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Missing Numbers Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 1 The student is unable to The student starts The student correctly
start counting from the counting from the given counts from the given
Count utilizing
given number (perhaps number, but skips or number.
verbal numerals
always starts at 1). repeats some numbers.
starting at any
number less than
100. (1.NBT.1)

SLO # 1 The student does not fill The student writes The student correctly fills
in more than half of the numbers in each blank, in all numbers.
Count utilizing
missing numbers, or fills but skips and/or repeats
written numerals
in random numbers. numbers.
starting at any
number less than OR
100. (1.NBT.1)
The student reverses some
digits.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #2 Count forward or backwards from any number within 20 to solve addition and subtraction
problems. (1.OA.5)

Task 2: Counting Forward and Backwards

Administration: Small group

Materials: Copies of “Counting Forward and Backwards” worksheet

Directions:

1. For items 1 – 4:
Explain to the students, “On the sheet, there are a few math problems to answer. Use
the number line to help you find the answer to the problems. I will read each
problem to you, and then you will use the number line to find the answer. Write
your answer on the worksheet.”
2. Read each question slowly. Repeat if necessary.
3. For items 5 & 6:
Explain to the students, “For the next two problems, you will write the answer below
the problem. Use the number line to solve the problem.”
4. Read each question slowly. Repeat if necessary.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: ___________ DATE:

Counting Forward and Backwards

Use the number line to solve the following addition and subtraction problems.

1) 10 + 3 = ______ 2) 12 + 5 = ______

3) 10 – 5 = ______ 4) 19 – 6 = ______

5) Katie has 8 crayons.

Jasmine has 4 crayons.
How many crayons do they have altogether?

______ crayons

6) Sam had 12 candies.

At lunch, Sam ate 3 candies.
How many candies does Sam have left?

______ candies

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Counting Forward and Backward Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #2 The student is unable to The student counts aloud The student counts
correctly solve more than or moves along the forward and backwards
Count forward or
half of the problems. number line on their worksheet to
backwards from
appropriately, but skips answer all problems
any number within OR
and/or repeats numbers. correctly.
20 to solve addition
The student uses the
and subtraction
initial number as 1 (e.g.,
problems. (1.OA.5)
for 10 + 3, points to 10
and says “1, 2, 3,” ending
at 12 instead of 13).

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #3 Compose and decompose numbers to 20 to identify the value of the number in the tens and ones
place. (1.NBT.2)

Task 3: Tens and Ones

Administration: Whole class administered individually

Materials: Copies of “Tens and Ones” worksheet

Directions:

1. Give each student a worksheet.

2. For questions 1-3 tell students, “Write the number of tens, the number of ones, and
the total.” (Note: the student should write “1” for the number of tens, not “10”).
3. For questions 4-6 tell students, “Draw the tens and ones for each number.”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Student Name: ____ Date:_

Tens and Ones

Write the number of tens, the number of ones, and the total.

_______ _ ______

Tens Ones Total

_______ _ ______

Tens Ones Total

_______ _ ______

Tens Ones Total

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Draw the tens and ones for each number below.

16
Tens Ones

19
Tens Ones

20
Tens Ones

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Tens and Ones Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #3 The student is unable to On items #1 or #3, the The student answers all
correctly solve more than student writes the number questions correctly.
Compose and
half of the problems. of ones (“10”) instead of (e.g., for #1, the student
decompose numbers
tens (“1”) in the tens indicates that there is
to 20 to identify the
place. “1” ten and “2” ones).
value of the number
in the tens and ones OR AND
place. (1.NBT.2)
On items #1- #3, the On items #4 - #6, the
student treats the ten as if student draws a ten as a
it is a one (concludes that single group composed
the total of 1 ten and 2 of 10 ones.
ones is 3 rather than 12).
OR
On items #4 - #6, the
student draws the ten
inaccurately (perhaps the
tens look the same as the
ones).
OR
On items #4 - #6, the
student draws the number
as ones only (does not
show groups of 10).

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #4 Add or subtract whole numbers within 20 using strategies including making a 10
or decomposing a number leading to a 10. (1.OA.6)

Task 4: Addition and Subtraction Across 10

Administration: Small group (2-4 students)

Materials: Ten-frame, counters, number line, student white board and markers, paper and
pencils

Directions:

1. Explain to the students that you are going to read them a story and ask them to try to
answer a question by just thinking about the problem.
2. Read Question 1 slowly. Repeat if necessary. Allow time for the students to think about
the problem.
3. If any students are stuck, ask them if they would like to use one of the tools. If they are
dependent on looking at their peers, encourage them to try their own idea.
4. Ask each student to share his or her answer with the group. After all students have shared
their answers, ask each student to explain how they got the answer. If there is a
disagreement, allow the students to discuss their solutions until they agree on the answer.
5. If a student does not make a 10 (i.e., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14), say, “Did anyone
consider making a 10? How could making a 10 help you solve this problem?”
Encourage the students to use the ten-frame to model a “make 10” strategy.
6. Repeat the process with Questions 2 and 3. For Question 2, instead of a “make 10”
strategy, students should be encouraged to use a “decompose to 10” strategy, i.e., 13 – 4
= 13 – 3 – 1 = 10 – 1 = 9.
Questions:
1. Sophie had 8 crayons. Then her teacher gave her 6 crayons. How many crayons does
she have now?
2. Ming had 13 crackers. Then he ate 4 of the crackers. How many crackers does he
have now?
3. Khalid has 5 toy cars. Grace has 8 more toy cars than Khalid. How many toy cars
does Grace have?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Addition and Subtraction Across 10 Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 4
The student is unable to The student relies solely The student uses a
Add or subtract whole solve two or more of the on counting strategies. strategy other than
numbers within 20 problems. counting (e.g., changes 8
OR
using strategies + 6 to 7 + 7).
including making a 10 The student needs help
OR
or decomposing a from the teacher to
number leading to a model making a 10 or The student uses a
10. (1.OA.6) decomposing to a 10. strategy that involves
making a 10 or
decomposing to a 10.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #5 Apply properties of operations to add or subtract whole numbers within 20

(Commutative and Associative properties of addition). (1.OA.3)

Task 5: Flip the Number Cube

Administration: Individual

Materials: Different-colored six-sided number cubes (with dots)

Directions:

1. Show the student two different colored number cubes. If the student is unfamiliar with
number cubes, name them and explain that each side of a number cube has a different
number of dots. Have the student roll the number cubes a few times and practice counting
the total.
2. Place one number cube (perhaps red) with 5 dots showing and one (perhaps white) with 3
dots showing.
3. Ask, “How many dots are there altogether?”
4. If the student answers incorrectly, prompt him or her to count each dot, helping if
necessary.
5. Flip the red number cube so that it shows 3 dots. Say, “I just changed the red number
cube to 3. Can you tell me how I should turn the white number cube if we want the
same total number of dots, 8, all together?” Repeat these instructions if necessary.
6. After the student turns the white number cube, ask, “Explain how you knew how to
turn the white number cube.”
7. Repeat with other numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Flip the Number Cube Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 5
The student is unable to The student uses a guess The student knows
Apply properties of determine what number and check strategy, without counting or
operations to add or should show on the trying different numbers subtracting that the
subtract whole white number cube. for the white number white number cube
numbers within 20 cube until 8 is reached. should show 5 dots. The
(Commutative and student explains that 5 +
OR
Associative properties 3 is the same as 3 + 5,
of addition). (1.OA.3) The student counts from and that the answer is
3 to 8, keeping track of always 8.
how many numbers are
counted (perhaps using
fingers).

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

SLO #6 Solve subtraction problems using unknown addends. (1.OA.4)

Task 6: Unknown Addends

Administration: Individual

Materials: Ten-frames, counters (blocks, bears, beans, etc.), and paper and marker

Directions:

1. Set the manipulatives in front of the student.

2. Read Question 1 slowly. Repeat if necessary.
3. If the student struggles, encourage him or her to use manipulatives to try to solve the
problem.
4. Repeat the process with Questions 2 and 3.
Questions:
1. Ann added a number to 4 and got 9. What number did she add to 4?
2. Gus added a number to 6 and got 10. What number did Gus add to 6?
Bella added a number to 11 and got 17. What number did Bella

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Unknown Addends Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 6
The student is unable to The student guesses The student uses the
Solve subtraction solve two or more of the different amounts to be manipulatives to “count
problems using problems. the unknown addend, on” until the whole is
unknown addends. checking by counting to reached, and then counts
(1.OA.4) see whether the amount how many were added.
is correct.
OR
OR
The student uses a
The students needs help mental strategy to
from the teacher in order provide the correct
to model and solve the solutions.
problems.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 7: Adding and Subtracting Under 20

# STUDENT LEARNING OBJECTIVES CCSS

6 Use addition and subtraction within 20 to solve word problems 1.OA.1

involving situations of adding to, taking from, putting together, taking
apart, and comparing with unknowns in all positions.

7 Add or subtract whole numbers within 20 (various strategies: 1.OA.6

counting on, composition, etc.).
Administration: Small groups

Note: Not all tasks need be administered in a single session.

Materials: Ten-frame, counters, number line, student white board and markers, paper and pencils, and
copies of number sentences (Questions 1-6)

Directions:

1. Provide the tools listed above. Explain to students that you are going to read a number story and,
then, ask some questions about the story. (You may also write or type the questions out on
separate cards or on a board so that students can read along.)
2. Show and read Question 1 slowly with the students. Repeat if necessary. Allow time for the
students to think about the problem.
3. If students demonstrate difficulty, remind them that they may use the tools to solve the
problem.
4. Repeat for Questions 2 – 6. If all of the students are struggling significantly, they do not
need to continue with all of the word problems (You can go to Step 6 below.).
5. Observe the students as they solve the problems, noting the strategies they use.
6. Say, “Now I would like to see if you can solve some problems using only paper and
pencil.” Remove all manipulatives except for paper and pencil.
7. Read Question 7. Repeat if necessary. After all of the students write down their
solutions, ask each to explain his or her strategy.
8. Continue in the same manner with Questions 8 – 10. (More problems may be created if a
greater variety is desired, but each student should solve at least some problems with an
answer greater than10).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Adding and Subtracting Under 20

Questions:

1. There are 11 cats in the house. Six of the cats are sleeping. How many cats are awake?
2. There were 14 toys in the sandbox. Trevor took some toys out of the sandbox. Now there are
7 toys in the sandbox. How many toys did Trevor take out?
3. There are 18 students in Mr. Green’s class. There are 11 students in Ms. Freeman’s class.
How many more students does Mr. Green have than Ms. Freeman?
4. Bess has 5 more books than Kyra. Kyra has 9 books. How many books does Bess have?
5. Richard had some shells. Then he went to the beach and found 8 more shells. Now he has 12
shells. How many shells did Richard have before he went to the beach?
6. Dante had some baseball cards. Then he gave 8 baseball cards to his little brother. Now he
only has 7 baseball cards left. How many baseball cards did Dante start with?
7. 8 – 5 (read “eight minus five”)
8. 9 + 7 (read “nine plus seven”)
9. 4 + 10 (read “four plus ten”)
10. 13 – 6 (read “thirteen minus six”)

Answer Key:

1) 5 (taking apart, part unknown: 11 - 6 = ? or 6 + ? = 11)

2) 7 (taking from, change unknown: 14 - ? = 7)

3) 7 (comparison, part unknown 18 – 11 = ? or 11 + ? = 18)

4) 14 (comparison, whole unknown: 9 + 5 = ?)

5) 4 (adding to, start unknown: ? + 8 = 12)

6) 15 (taking from, start unknown: ? – 8 = 7)

7) 3

8) 16

9) 14

10) 7

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Adding and Subtracting Under 20 Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 6 The student correctly The student correctly The student correctly
solves 2 or fewer word solves 3-5 word solves all 6 word
Use addition and
problems. problems. problems.
subtraction within 20
to solve word problems
involving situations of
adding to, taking from,
putting together,
taking apart, and
comparing with
unknowns in all
positions. (1.OA.1)
(Questions 1-6)

SLO # 7 The student correctly The student correctly The student correctly
solves 1 or fewer of the 4 solves 2 -3 of the 4 solves all 4 computation
Add or subtract whole
computation problems. computation problems. problems.
numbers within 20
(various strategies:
counting on,
composition, etc.).
(1.OA.6)
(Questions 7-10)

Comments: (Note the strategy the student used to solve the problem, regardless of if s/he had a
correct or incorrect solution.)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 8: Popcorn Revisited

# STUDENT LEARNING OBJECTIVES CCSS

8 Read and write numerals to 120 starting at any number and represent a 1.NBT.1
number of objects with a written numeral.

Administration: Small group

Materials: A small ball

Directions:

1. Arrange the group in a circle.

2. Tell the students, “I am going to write a number on the board.”
3. Write the number 103 on the board. Say, “Raise your hand if you can tell me what number
this is.” Pass the ball to a student with his or her hand up, and ask him or her to say the number.
4. Repeat step 3 with different numbers between 0 and 120 until all of the students have had the
opportunity to read at least three numbers.
5. Say, “Now we are going to play a game called Popcorn. I will choose a number and call on
one of you to come up and write the number on the board. Then I will give you the ball, and
you will be the counter. [Student name], please come up to the board and write the number
107.”
6. After the student writes the number, give him or her the ball and have him or her return to his or
her place in the circle. Say, “[Student name], count forward beginning at 107. When I say,
“popcorn,” stop counting and pass the ball to the person on your left.”
7. Have the student count, “107, 108, 109, 110, 111, 112,” continuing to 120. At 120, say,
“popcorn!” Make sure the student stops counting when you say, “popcorn.”
8. Say, “Pass the ball to the person on your left.” Clarify the procedure for any
students who are confused.

9. Address the student who now has the ball. Say, “[student name], I am going to say a
different number, and I would like you to write that number on the board.” Choose
a new number less than 120, and have the student count at least to 120. Then say,
“popcorn!” Direct the student to pass the ball to the person on his or her left.

10. Continue to play the game until every student has had at least two opportunities to count
from a given number to 120.

Note: The game may be played individually with any student who has difficulty with the group game
format.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Popcorn Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 8 The student correctly The student correctly The student correctly
reads 1 or fewer of the reads 2 of the given reads all 3 numbers
Read and write numerals
given numbers. numbers. correctly.
to 120 starting at any
number and represent a
number of objects with a
written numeral
(1.NBT.1)
(reading numbers)

SLO # 8 The student The student The student correctly

demonstrates any of the demonstrates one of the counts from the given
Read and write numerals
following: following: number to 120.
to 120 starting at any
number and represent a The student is unable to The student counts from AND
number of objects with a start counting from the the given number to 120,
The student writes all
written numeral given number. with some errors (note
numbers correctly.
(1.NBT.1) the nature of the errors in
OR
comments below).
(counting and writing
The student starts
numbers) OR
counting from the given
number, but is unable to The student counts
reach 120. correctly, but makes an
error in writing the
OR
starting number.
The student is unable to
write the starting
number.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 9: Add It, Subtract It, Solve It

# STUDENT LEARNING OBJECTIVES CCSS

6 Add and subtract within 20 (fluently within 10). Use strategies 1.OA.6
such as: counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 =
14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1
= 10 - 1 = 9); relationship between addition and subtraction (e.g.,
knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating
equivalent sums (e.g., adding 6 + 7 by creating the known
equivalents 6 + 6 + 1 = 12 + 1 = 13).

Administration: Whole class and small group

Note: The tasks may be administered in more than one session.

Materials: Copies of “Add It – Subtract It” and “Solve It” answer sheet, ten-frame, counters,
number line.

Directions:

1. Part 1 - “Add It – Subtract It” (whole class)

a) Provide each student with an “Add It – Subtract It” sheet.
b) Say to the class, “On your answer sheet write your name, then complete as many
number sentences you can. I will let you know when to stop.”
c) Check on the students as they complete the task.

2. Part 2 - “Solve It!” (small group)

a) Provide each student with a “Solve It” sheet.
b) Say to the class, “Write your name at the top and answer each question. If you need
help solving a problem, you can use the tools we have in class (ten-frame, counters,
or a number line.)”
c) Observe the students as they complete the task.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME ____________________CLASS _ DATE ________

ADD IT – SUBTRACT IT!

Complete as many number sentences as you can.

1. 3 + 2 = 2. 5+4= 3. 2+7= 4. 6+3=

5. 8 + 1 = 6. 1+7= 7. 9–2= 8. 10 – 6 =

9. 0 + 4 = 10. 2 + 4 = 11. 6 – 5 = 12. 8 + 2 =

13. 4 – 2 = 14. 8 – 7 = 15. 3 + 6 = 16. 7 – 4 =

17. 5 – 2 = 18. 9 + 1 = 19. 2 + 2 = 20. 10 – 10 =

---------------------------------------------------------------------------------------------

NAME ___________________ CLASS _ DATE ________

ADD IT – SUBTRACT IT!

Complete as many number sentences as you can.

1. 3 + 2 = 2. 5+4= 3. 2+7= 4. 6+3=

5. 8 + 1 = 6. 1+7= 7. 9–2= 8. 10 – 6 =

9. 0 + 4 = 10. 2 + 4 = 11. 6 – 5 = 12. 8 + 2 =

13. 4 – 2 = 14. 8 – 7 = 15. 3 + 6 = 16. 7 – 4 =

17. 5 – 2 = 18. 9 + 1 = 19. 2 + 2 = 20. 10 – 10 =

Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

NAME ___________________ CLASS _ DATE ________

Solve It!
Solve the problems below.

1) Count On
There were 6 books on a bookshelf. Later in the day, a teacher
returned books to the bookshelf. Now there are 14 books. How many
books we returned to the bookshelf?

2) Pick 3
Pick 3 numbers below that add up to 20.
7 5 10 3

Show how your 3 numbers equal 20.

3) Bundles of 10
You have two bundles of sticks.

Explain how you would use the bundles to solve: 20 – 13 = _____

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4) “Plus and Minus“

If 16 + 4 = 20, then circle the number sentence that is true.
a) 20 + 4 = 16
b) 4 – 16 = 20
c) 20 – 16 = 4
Show how you know.

5) Equal Sums

Write 3 different number sentences with a sum of 18. For example,

13 + 5 = 18.

_________________________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Add It, Subtract It, Solve It Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 6 The student The student The student

correctly solves up correctly solves 14- correctly solves 18 -
Add and subtract within 20
to 13 addition and 17 addition and 20 addition and
(fluently within 10). Use
subtraction number subtraction number subtraction number
strategies such as: counting on;
sentences. sentences. sentences.
making ten (e.g., 8 + 6 = 8 + 2 +
4 = 10 + 4 = 14); decomposing a OR AND AND
number leading to a ten (e.g., 13
The student The student The student
- 4 = 13 - 3 - 1 = 10 - 1 = 9);
correctly solves up correctly solves 3 – correctly solves all
identifying a relationship
to 2 word problems 4 word problems problems by using
between addition and
using strategies using strategies strategies such as:
subtraction (e.g., knowing that 8
such as: counting such as: counting counting on,
+ 4 = 12, one knows 12 - 8 = 4);
on, decomposing to on, decomposing to decomposing to ten,
and creating equivalent sums
ten, identifying a ten, identifying a identifying a
(e.g., adding 6 + 7 by creating
relationship relationship relationship
the known equivalents 6 + 6 + 1
between addition between addition between addition
= 12 + 1 = 13). (1.OA.6)
and subtraction or and subtraction or and subtraction or
creating equivalent creating equivalent creating equivalent
sums. sums. sums.

Comments: (Note the strategy the student used to solve the problem, regardless of if they had a
correct or incorrect solution.)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 10: Adding and Subtracting Under 20

# STUDENT LEARNING OBJECTIVES CCSS

5 Use addition and subtraction within 20 to solve word problems 1.OA.1
involving situations of adding to, taking from, putting together,
taking apart, and comparing with unknowns in all positions.

Administration: Small groups

Materials: Ten-frame, counters, number line, student white board and markers, paper
and pencils

Directions:

9. Provide the materials and explain to the students that you are going to read them a
number story and ask them to answer a question about the story.
10. Read Question 1 slowly. Repeat if necessary. Allow time for the students to think
about the problem.
11. If any students are stuck, ask them if they would like to use one of the
tools.
12. Repeat with Questions 2 – 6.
13. Observe the students as they solve the problems, noting the strategies
they use.

Questions:
1. There are 15 cars and trucks in the toy box. If 6 are cars, then how many
trucks are there?
2. Mia had 20 candies in her bag. She ate some candies during the day. At
the end of the day, she had 4 candies left. How many candies did she eat?
3. Ray had 7 crayons in his bag. He got some more crayons from the
teacher. Now he has 12 crayons. How many crayons did he get from the
teacher?
4. Jack had 12 more pennies than Ray. Ray had 8 pennies. How many
pennies did Jack have?
5. In the morning, an apple tree had apples on it. Then some birds came and
ate 6 apples. Now there are 11 apples left. How many apples were there
in the morning?
6. Miss Jane had pencils in her pencil box. She found 14 more pencils and
now she has 20 pencils altogether. How many pencils did she have in the
box?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Answer Key:

1) 9 (taking apart, part unknown: 15 - 6 = ? or 6 + ? = 15)

2) 16 (taking from, change unknown: 20 - ? = 4)
3) 5 (adding to, change unknown =7 + ? = 12)
4) 20 (comparison, whole unknown: 12 + 8 = ?)
5) 17 (taking from, start unknown: ? - 6 = 11)
6) 6 (adding to, start unknown: ? + 14 = 20)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Adding and Subtracting Under 20 Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 5 The student The student The student

correctly solves up correctly solves 3 - correctly solves all
Use addition and subtraction
to 2 word problems. 5 word problems. word problems.
within 20 to solve word problems
involving situations of adding to,
taking from, putting together,
taking apart, and comparing
with unknowns in all positions.
(1.OA.1)

Comments: (Note the strategy the student used to solve the problem, regardless of if they had a
correct or incorrect solution.)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 2 Assessment: Solving Problems Involving Addition and Subtraction Using 3 Numbers
Whole Class Progress at a Glance

Task 5:
Task 1: Task 2: Task 3: Task 4: Popcorn
How Many in this
How Many? True False Missing Whole
Picture?
Student Name SLO #1 SLO #6
SLO #3 SLO #5 SLO #7
#2 #7
B D S B D S B D S B D S B D S

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 2 Assessment: Solving Problems Involving Addition and Subtraction Using
3 Numbers
Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Student
Date of for each task below.
Tasks Learning
Task
Objectives Beginning Developing Secure
Task 1: SLO #1
How Many? SLO #2
Task 2: SLO #3
True False
Task 3: SLO #5
Missing Whole
Task 4: SLO #6
Popcorn SLO #7
Task 5: SLO #7
How Many in this
Picture?

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of
need. Plan specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: How Many?

# STUDENT LEARNING OBJECTIVES CCSS

1 Use addition and subtraction within 20 to solve word problems involving 1.OA. 1
situations of adding to, taking from, putting together, taking apart, and
comparing with unknowns in all positions.
2 Solve addition word problems with three whole numbers with sums less 1.OA.2
than or equal to 20.

Administration: Small groups

Materials: Copies of “How Many?” sentence strips, pencils, manipulatives (such as counters, a
number line, and base ten blocks).

Directions:

1. Distribute problem sentence strip #1 to students.

2. Say to the students, “We are going to solve word problems together. We will
read along together and then you will solve the problem using the
manipulatives or you can draw or write the answer. Let’s do the first
problem together.”
3. Read the first sentence strip, “The baker made 9 blueberry muffins and 6
corn muffins. How many muffins are there altogether?” Ask, “How can we
solve the problem? You can use manipulatives, or draw or write your
answer on paper.”
4. After the students have completed the first problem, say, “Now let’s read the
next problem together,” and have them individually answer each of the
questions.
5. Continue reading the problems aloud and having students solve the remaining
problems, making note of students who need support and those who do not.

How Many? Answer Key:

1) Sample Problem 15 (putting together, result unknown: 9 + 6 = ?)

2) 16 (putting together, result unknown: 4 + 5 + 7 = ?)
3) 8 (adding to, change unknown: 12 + ? = 20)
4) 3 (adding to, start unknown: ? + 8 = 11)
5a) 19 (putting together, result unknown: 11 + 6 + 2 = ?)
5b) 9 (comparison 11 - 2 = ? or 2 + ? = 11)
6) 17 (putting together, result unknown: 6 + 7 + 4 = ?)
7) 7 (taking from, change unknown: 13 - ? = 6)
8) 15 (taking apart, initial unknown: ? = 9 + 6)
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

How Many? Question Strips

1) The baker made 9 blueberry muffins and 6 corn muffins. How many
muffins are there altogether?

There are __________ muffins altogether.

________________________________________________

2) Corey has 4 cars. Erin has 5 cars. Min has 7 cars. How many cars do
they have altogether?

They have __________ cars altogether.

_________________________________________________

3) There are 12 desks in the room. Some more desks are moved into
the room. Now there are 20 desks. How many desks were moved into
the room?

__________ desks were moved into the room.

________________________________________________

4) In the morning, the fruit stand had some apples. Then 8 more apples
were delivered. Now there are 11 apples altogether. How many
apples did the fruit stand have before the new apples were
delivered?

The fruit stand had ________ apples.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5) The gym has 11 basketballs, 6 baseballs, and 2 footballs.

a) How many balls are there altogether?

There are __________ balls altogether.

b) How many more basketballs are there than footballs?

_________________________________________________

6) The ice cream truck sells chocolate, vanilla and strawberry flavors.
If 6 students want chocolate, 7 students want vanilla, and 4
students want strawberry, how many ice cream cones will we need to
buy for everyone?

________________________________________________

7) Tina had 13 marbles. She gave some marbles to Sam. Now Tina has
6 marbles. How many marbles did she give Sam?

_________________________________________________

8) Sue had some pennies. She gave 9 pennies to Kai and 6 pennies to
Shane. How many pennies did Sue have at first?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
How Many? Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 1 The student does not The student does not The student completes
correctly solve three or correctly solve one or all questions correctly.
Use addition and
more of the word two problems, showing
subtraction within 20
problems. the following errors:
to solve word problems
involving situations of The student models the
adding to, taking from, problem correctly but
putting together, used the wrong
taking apart, and operation to solve the
comparing with problem.
unknowns in all
OR
positions. (1.OA.1)
The student uses the
(Questions 1, 3, 4, 5b,
correct operation but
7, 8)
makes an error with
addition or subtraction.
OR
The student is unable to
complete problems
where the initial value or
the change value is
unknown (#7&#8).

SLO # 2 The student correctly The student correctly The student completes
solves one of the completes two of the questions #2, 5a, and 6
Solve addition word
questions #2, 5a, and 6 . following questions: #2, correctly.
problems with three
5a, and 6.
whole numbers with OR
sums less than or equal
The student is unable to
to 20. (1.OA.2)
correctly complete any
(Questions 2, 5a, and 6) of the questions #2, 5a,
and 6.

Comments: (Note the strategy the student used to solve the problem, regardless of if they had a
correct or incorrect solution.)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: True or False

# STUDENT LEARNING OBJECTIVES CCSS

3 Demonstrate understanding of the equal sign by determining if an 1.OA.7
equation is true or false.

Administration: Whole class administered individually

Materials: Copies of “True or False” cards and two envelopes per student

Directions:

1. Give each student a set of cards, either Set A or Set B, an envelope labeled “True” and an
envelope labeled “False”.
2. Have the students write their names on both of their envelopes.
3. Say, “You will play a sorting game. Look at the equation on each card, then decide
if the equation is true or fale. If it is true, place it into the envelope labeled “True”.
If it is false, place it into the envelope labeled “False”.
4. Model what to do with two cards and ask a student to retell the directions.
5. Have the student sort the rest of their cards into the envelopes, and then collect the
envelopes.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

True or False playing cards for duplication

Set A Set B

3 + 4 = 7 – 2 4 = 2 + 1 + 1

11 = 10 – 1 3 + 5 = 7 + 1

12 = 6 + 6 8 – 3 = 5 – 1

6 + 4 = 7 + 3 4 = 4 + 3

1 + 1 + 1 = 3 4 + 7 = 7 + 4

9 = 5 + 4 10 + 10 = 10

2 + 2 = 4 3 + 4 + 5 = 6

9 + 1 = 11 12 + 5 = 17

2 + 2 + 2 = 6 12 = 7 + 5

6 + 3 = 10 – 1 4 + 4 = 8

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

True or False Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 3 The student incorrectly Correctly sorts 7-10 The student correctly
sorts 7 or more equations, but shows one sorts all equations.
Demonstrate
equations. or more of the
understanding of the
following:
equal sign by
determining if an The student treats the
equation is true or equal sign as meaning
false. (1.OA.7) “the answer is” (e.g.,
claims that equations
like 3 + 4 = 7 – 2 and 8 –
3 = 5 - 1 are true because
of the first number they
see to the right of the
equal sign).
OR
The student incorrectly
sorts equations when the
equal sign does not
come after the operation
(e.g., equations such as
12 = 6 + 6 or 9 = 5 + 4).

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Missing Whole

# STUDENT LEARNING OBJECTIVES CCSS

4 Solve addition or subtraction equations by finding the missing whole (1.OA.8)
number in any position.

Administration: Small group

Materials: Copies of “Missing Whole Equation Cards” (see below), decks of cards with all face
cards removed, manipulatives (such as blocks, bear counters, etc.)

Directions:

1. Organize the students into pairs and give each pair a deck of cards, two Missing Whole
Equation Cards (one for each student), and a set of at least 20 counters.
2. Write the first equation ( = ____ + ____ ) on a board where students can see it.
3. Ask each student to draw a card. Say, “Each of you has a number. Please put your
number and your partner’s number on the blank lines in number 1. For example, if
I have a 5 and you have a 3, we would put ‘5’ and ‘3’ in the blank spaces.”
Demonstrate this by writing 5 and 3 on the blank lines on the board.
4. Say, “Your job is to find out what goes in the empty box. What should go in my
box?” Students should say “8.” Write 8 in the box on the board.
5. Say, “Now find out what should go in your box.” Suggest that they use the counters if
needed.
6. Direct the students to try the remaining equations on their Equation Card. Make sure that
for each equation, they put the drawn numbers on the lines and solve for the number in
the box. Continue to remind them to use the manipulatives if needed.
7. This activity should be repeated occasionally so that each student eventually completes at
least three Missing Whole Equation Cards.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Missing Whole Equation Cards

NAME: _____________ DATE:

a) = __ + __ b) __ + __ =

c) – __ = __ d) __ = – __

NAME: _____________ DATE:

a) = __ + __ b) __ + __ =

c) – __ = __ d) __ = – __

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Missing Whole Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 4 The student incorrectly The student is unable to The student correctly
answers more than half identify missing wholes identifies the missing
Solve addition or
of the items. in addition problems (a, whole in all problems.
subtraction equations
b).
by finding the missing
whole number in any OR
position. (1.OA.8)
The student is unable to
identify missing wholes
in subtraction problems
(c, d).
OR
The student cannot solve
the equation when the
equals sign does not
come after the operation
(a, d).

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 4: Popcorn

# STUDENT LEARNING OBJECTIVES CCSS

5 Count to 120, starting at any number less than 120 (1.NBT.1)
Read and write numerals to 120 including representing a number of
6 (1.NBT.1)
objects with a written numeral

Administration: Small group

Materials: A small ball

Directions:

1. Arrange the group in a circle.

2. Tell the students, “We are going to play a game called Popcorn. I am going to write a
number on the board.”
3. Write the number 53 on the board. Say, “Raise your hand if you can tell me what
number this is.” Pass the ball to a student with his or her hand up, and ask them to say
the number.
4. Say, “Whoever has the ball is the counter. So, [student name], please count forward
beginning at 53. When I say ‘Popcorn,’ stop counting and pass the ball to the person
on your left.”
5. Have the student count: 53, 54, 55, 56, 57, 58, and then say, “Popcorn!” Make sure they
know to stop counting when you say Popcorn.
6. Say, “Now pass the ball to the person on your left.” Address the student who now has
the ball. Say, “[Student name], I am going to write a new number on the board.
What number is this?” Write the number 87. Have the student count several numbers
(87, 88, 89, ….), and then say “Popcorn!” Direct the student to pass the ball to the
person on his or her left.
7. Ask, “Does everyone understand the game?” Clarify the procedure for any students
who are confused.
8. Continue to play the game until every student has had at least two opportunities to count
from a given number to 120.

Note: If you notice that some students are having trouble, you can play the game individually
with those students to better diagnose problems.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
Popcorn Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #5 The student is unable to The student counts from The student counts from
start counting from the the given number to 120, the given number to 120
Count to 120, starting
given number. but makes some errors without any errors.
at any number less
(note the nature of the
than 120 (1.NBT.1) The student starts
errors in comments
counting from the given
below).
number, but is unable to
reach 120.
SLO #6
The student is unable to The student makes a The student reads the
read the numbers shown. mistake in reading the numbers accurately.
Read and write
numbers shown (such as
numerals to 120
reversing the digits, e.g.,
including representing
referring to 61 as 16).
a number of objects
with a written numeral
(1.NBT.1)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 5: How Many in This Picture?

# STUDENT LEARNING OBJECTIVES CCSS

Read and write numerals to 120 including representing a number of
6 (1.NBT.1)
objects with a written numeral.

Administration: Whole class

Materials: Copies of “How Many in This Picture? Recording Sheet” worksheet

Directions:

17. Hand out the “How Many in this Picture? Recording Sheet” worksheet.
18. Say, “On this sheet there are pictures of different objects. I will tell you how many
objects are in each picture. Then, you will write the number on the line under each
picture.”
19. When students are ready, read the first amount, “The first picture has nineteen coins.
Remember, all you need to do is write the number on the line underneath the
picture.” They should write “19” on the line.
20. Repeat for the rest of the pictures, saying the number of objects a few times for each.

Amounts in each picture:

1. Nineteen coins
2. Ninety paper clips
3. Sixty-four pretzels
4. One hundred fourteen bricks
5. Fifty-two cards
6. Thirty CDs
7. One hundred four pages
8. Eighty-eight keys

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1.) _ coins 2.) _ paper clips

3.) _ pretzels 4.) _ bricks

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5.) _ cards 6.) _ CDs

7.) _ pages 8.) _ keys

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

How Many in This Picture? Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 6 The student is unable to The student transposes The student writes all
write more than half of some numbers (e.g., numbers accurately.
Read and write
the numbers. writes “sixty-four” as
numerals to 120
“46.”
including representing
a number of objects OR
with a written numeral
The student has
(1.NBT.1)
difficulty writing
numbers over 100.
OR
The student writes “19”
for 90 or vice versa.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 6: Adding within 100

# STUDENT LEARNING OBJECTIVES CCSS

4 Add within 100, including adding a two-digit and a one-digit 1.NBT.4
number, and adding a two-digit number and a multiple of 10;
using concrete models, or drawings and strategies based on place
value, properties of operations and/or the relationship between
addition and subtraction; and relate the strategy to a written
method and explain the reasoning used. Understand that in
adding two-digit numbers, one adds tens and tens, ones and ones;
and sometimes it is necessary to compose a ten.

Administration: Individual

Materials: Copies of “Adding within 100” worksheet, base-10 blocks

Directions:

1. Give the student an “Adding within 100” answer sheet.

2. Read Question 1 slowly, “What is 61 + 5?” Repeat if necessary. Ask the student to solve
the problem. If the student is demonstrating difficulty, he/she may use the tools as an
option. Students should write their answers on the worksheet and show the strategy they
used to solve the problem.

Questions:
4. 61 + 5
5. 83+ 8
6. 54 + 30
7. 50 + 22
8. 47 + 20

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: ________________ DATE:

ADDING WITHIN 100

Solve the following problems and show your strategy.

1. 61 + 5 = __________

2. 83 + 8 = __________

3. 54 + 30 = __________

4. 5 0 5. 4 7
+ 2 0 + 2 0

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
Adding within 100 Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 4 The student is able to The student correctly The student correctly
solve up to three answers all questions, answers all questions.
Add within 100,
problems correctly, and and demonstrates up to
including adding a two- Question 1: adding a
demonstrates up to two two of the following:
digit and a one-digit two-digit number with a
of the following:
number, and adding a Question 2: uses one-digit number.
two-digit number and a Question 2: uses strategies other than
Question 2: adding a
multiple of 10; using strategies other than regrouping or
two-digit number with a
concrete models, or regrouping or exchanging 10-ones for
one-digit number;
drawings and exchanging 10-ones for a ten.
regrouping or
strategies based on a ten.
OR exchanging 10-ones for
place value, properties
OR a ten.
of operations and/or Question 3 - 5: adding a
the relationship Question 3 - 5: adding a two-digit number and a Question 3 – 5: adding a
between addition and two-digit number and a multiple of 10, but does two-digit number and a
subtraction; and relate multiple of 10, but does not count by 10.OR multiple of 10.
the strategy to a not count by 10.
AND
written method and The student does not
OR
explain the reasoning explain strategies using
used. Understand that The student does not The student is able to
place value, adding tens
in adding two-digit explain strategies using correctly demonstrate or
and tens, ones and ones,
numbers, one adds tens place value, adding tens explain strategies used
and composing to ten.
and tens, ones and and tens, ones and ones, based on place value,
ones; and sometimes it and composing to ten. adding tens and tens,
is necessary to compose ones and ones, and
a ten. (1.NBT.4) composing to ten.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 3 Assessment: Extending Counting Sequence and Place Value
Whole Class Progress at a Glance
Task 1: Task 2: Task 3:
Task 4: Task 5:
Decomposing Greater Than, Less Adding and Subtracting
10 More or 10 Less
Student Name Numbers Than, or Equal with Tens and Ones Subtraction Cards
SLO #1 SLO #2 SLO #3 SLO #4 SLO #5
B D S B D S B D S B D S B D S

Oradell, River Dell and River Edge Public School

Math K – 6 Assessments District
Approved October 2014
Unit Assessments

1st Grade Unit 3 Assessment: Extending Counting Sequence and Place Value

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Student
Date of
Tasks Learning for each task below.
Task
Objectives
Beginning Developing Secure

Task 1: Decomposing SLO #1

Numbers

Task 2: Greater Than, Less SLO #2

Than, or Equal

Task 3:Adding and SLO #3

Subtracting with Tens and
Ones
Task 4: 10 More or 10 SLO #4
Less
Task 5: Subtraction Cards SLO #5

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of need. Plan
specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School

Math K – 6 Assessments District
Approved October 2014
Unit Assessments

Task 1: Decomposing Numbers

# STUDENT LEARNING OBJECTIVES CCSS

1 Decompose two digit numbers as the sum of tens and ones for numbers less 1.NBT.2c
than 100.

Administration: Whole class

Materials: Copies of “Decomposing Numbers” worksheet

Directions:

1. Say to the students, “I will tell you how many of a certain object we have in the
classroom. Then you will fill out the worksheet for each object. Let’s do one
together. If I say we have 78 pencils, I will write on my worksheet 7 groups of ten
and 8 ones. Next, I will write the total number of objects as an equation, 7 tens + 8
ones = 78 pencils.
2. Repeat if necessary. Allow them to solve the problem using the tools.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
NAME: __________________________ DATE: ___________

Decomposing Numbers

Object How many How many How many objects altogether?

groups of ones?
ten?

Example:
pencils
7 8 7 tens + 8 ones = 78 pencils

CRAYONS
_____tens + _____ones = _____

PAPER
_____tens + _____ones = _____

CUPS
_____tens + _____ones = _____

DESKS
_____tens + _____ones = _____

CHAIRS
_____tens + _____ones = _____

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Decomposing Numbers Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 1
The student is able to The student is able to The student decomposes
Decompose two- decompose two or fewer decompose three or four all numbers correctly.
digit numbers as numbers correctly. numbers correctly.
the sum of tens
and ones for
numbers less than
100. (1.NBT.2c)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Greater Than, Less Than, or Equal

# STUDENT LEARNING OBJECTIVES CCSS

2 Compare two digit numbers using <, >, and = symbols. (1.NBT.3)

Administration: Whole class organized into pairs

Materials: Copies of “Greater Than, Less Than, or Equal” worksheet, and a set of number cards in
plastic baggies or a cup for each pair. It is suggested that you laminate the cards for future use.

Directions:

1. Give each pair of students a set of number cards.

2. Say to the students, “You have a set of number cards. At the same time, you and your
partner will each pick one card out of the cup. Write your number on the worksheet
where it says “My Number” and write your partner’s number where it says
“Partner’s Number”. See if your number is greater than, less than or equal to your
partner’s number. Then write the correct symbol in the box.”
3. To model the activity, say, “Look at the example on our worksheet. I have a card that
shows 15. I will write “15” on the left side of my paper. If my partner shows a card
with 52, I will write “52” on the right side of my paper. Since my number, 15, is less
than yours, 52, I will write the ‘less than’ symbol on my paper.”
4. Direct the students to complete the rest of the worksheet.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
NUMBER CARDS

GREATER THAN, LESS THAN, or EQUAL

25 71 63 13 55

34 17 57 90 40

11 20 75 24 82

60 95 59 44 87

87 87 50 50 50

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
NAME: __________________________ DATE: ___________

GREATER THAN, LESS THAN, or EQUAL

1. First, write your number and your partner’s number.

2.Then, write the symbol for greater than, less than, or equal.

My Number >, <, OR = Partner’s Number

15 < 52

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Greater Than, Less Than, or Equal Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #2
The student is unable to The student completes The student completes all
Compare two digit complete more than half most problems correctly, the problems correctly.
numbers using <, of the problems correctly. making only 1 or 2 errors.
>, and = symbols.

(1.NBT.3)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Adding and Subtracting with Tens and Ones

# STUDENT LEARNING OBJECTIVES CCSS

3 Add a 2-digit and a 1-digit number, and a 2-digit number and a multiple of 1.NBT.4
10, using concrete models or drawings (sums within 50). Add tens and tens,
and ones and ones, by decomposing 2-digit numbers and composing an
additional ten when necessary (e.g., 18 + 20 equals 10 + 8 + 20 equals 30 +
8 equals 38; and, 37 + 5 equals 30 + 7 + 5 equals 30 + 12 equals 30 + 10 + 2
equals 40 + 2 equals 42).

Administration: Small groups

Materials: Base 10 blocks, hundreds chart (see attached example), blank paper

Directions:

3. Explain to the students that you are going to give them some problems to solve and that
they can use the hundreds chart or the base-10 blocks to solve the problems.
4. Read Question 1 slowly, “What is 29 + 20?” Repeat if necessary. Ask them to solve the
problem individually using the tools.
5. Ask the students to share their answers with the group. After all students have shared
their answers, ask each student to explain how they got his or her answer. If there is a
disagreement, have the students discuss their solutions or show their solution with one of
the models until they agree on the answer.
6. Repeat the process with the rest of the questions.

Questions:

9. 29 + 20
10. 10 + 43
11. 8 + 36
12. 27 + 4
13. 19 + 7

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Hundreds Chart

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

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Adding and Subtracting with Tens and Ones Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 3 The student is unable to The student solves The student solves
correctly solve more problems correctly, Questions 1-2
Add a 2-digit and a 1-
than half of the but on Questions 1-2, correctly, using the
digit number, and a 2-
problems. counts by 1’s rather base-10 blocks or the
digit number and a
multiple of 10, using than 10’s. hundreds chart to
concrete models or count up or down by
drawings (sums within OR
10.
50). Add tens and tens, The student solves
and ones and ones, by problems correctly, but AND
decomposing 2-digit on Question 3 through 5 The student solves
numbers and composing does not compose a ten Questions 3 through 5
an additional ten when from 10 ones.
necessary (e.g., 18 + 20 correctly, composing a
equals 10 + 8 + 20 ten (exchanging 10
equals 30 + 8 equals 38; ones for a ten) on
and, 37 + 5 equals 30 + Questions 3 through 5.
7 + 5 equals 30 + 12
equals 30 + 10 + 2
equals 40 + 2 equals 42).
(1.NBT.4)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 4: 10 More or 10 Less

# STUDENT LEARNING OBJECTIVES CCSS

4 Mentally find ten more or ten less than a number without having to count 1.NBT.5
and explain the reasoning used.

Administration: Individual

Materials: Paper (or whiteboard) and marker

Directions:

1. Write a 2-digit number on a piece of paper or white board.

2. Ask the student, “What is the number that is ten more than [the written number]?”
3. After the student provides an answer, ask him or her to explain how he or she got their
answer.
4. Ask the student, “What is the number that is ten less than [the written number]?”
5. After the student provides an answer, ask him or her to explain how he or she got their
answer.
6. Repeat steps 1-5 with three more 2 digit numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10 More or 10 Less Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 4 The student is unable to The student gives correct The student gives the
provide the correct amounts, but the correct amount for each
Mentally find ten more
amounts for two or more explanation suggests that problem. The
or ten less than a number
of the four problems. they counted by ones. explanation suggests that
without having to count
the student mentally
and explain the
found ten more or ten
reasoning used.
less.
(1.NBT.5)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 5: Subtraction Cards

# STUDENT LEARNING OBJECTIVES CCSS

5 Subtract multiples of ten from multiples of ten (numbers less than 100, 1.NBT.6
differences greater than or equal to zero) and explain the reasoning used.

Administration: Small group

Materials: Copies of the “Subtraction Cards Recording Sheet” worksheet, base-10 blocks, sets of cards
with numbers 0, 10, 20, 30, 40, 50, 60, 70, 80, and 90 (see attached example)

Directions:

1. Put students into pairs.

2. Provide each pair with a set of base-10 blocks and a set of cards.
3. Explain, “You and your partner are each going to draw a card from the pile. Your
job is to subtract the smaller number from the larger number.”
4. Have a pair of students carry out the process once while the other students watch. Provide
assistance if needed.
5. Say, “After you have finished the subtraction, record your subtraction problem and
answer on the Recording Sheet.” Ask the same pair to write their equation and solution,
and show the other students.
6. Once it is clear that all of the students understand what to do, ask the students to start
drawing numbers and filling in their Recording Sheet.
7. Ask the students to explain their strategies as they work together.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Subtraction Cards

0 10

20 30

40 50

60 70

80 90
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments
NAME: __________________________ DATE: ___________

Subtraction Cards Recording Sheet

1.____ – _ = ________

2.____ – _ = ________

3.____ – _ = ________

4.____ – _ = ________

5.____ – _ = ________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6.____ – _ = ________

7.____ – _ = ________

8.____ – _ = ________

Subtraction Cards Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 5 The student correctly The student correctly The student correctly
finds the difference for finds the difference for 5 finds the difference
Subtract multiples of ten
between 1-4 of the 8 -7of the 8 trials. between the two
from multiples of ten
trials. numbers for all trials.
(numbers less than 100, OR
differences greater than AND
or equal to zero) and The student has
explain the reasoning difficulty explaining his The student explains the
used. (1.NBT.6) or her reasoning. reasoning used.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments
1st Grade Unit 4 Assessment: Measurement

Whole Class Progress at a Glance

Task 1: Task 3:
Task 2: Measurement
Compare Length Telling Time
Student Name
SLO #1 SLO #2 SLO #3

B D S B D B B D S

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 5: Task 6:
Task 4:
Adding and Popcorn Revisited
Shapes and
Subtracting
Attributes
Under 20
Student Name
SLO #4 SLO #6 SLO #8 (1)

#5 #7 SLO #8 (2)

B D S B D S B D S

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 4 Assessment: Measurement and Shapes

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Student
Date of
Tasks Learning for each task below.
Task
Objectives
Beginning Developing Secure

Task 1: SLO #1
Compare Length
Task 2: SLO #2
Measurement
Task 3: SLO #3
Telling Time
Task 4: SLO #4
Shapes and Attributes
SLO #5

Task 5: SLO #6
Adding and Subtracting
SLO #7
Under 20
Task 6: SLO # 8
Popcorn Revisited

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of need. Plan
specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: Compare Length

# STUDENT LEARNING OBJECTIVES CCSS

1 Order three objects by length; compare the lengths of two objects 1.MD.1
indirectly by using a third object.
Administration: Whole group

Note: Not all tasks need be administered in a single session. These centers are self-directed. Each center
should take approximately 5 minutes per student to complete. They do not have to be administered at the
same time.

Materials: Copies of “Compare Length” worksheet, Unifix or snap cubes, masking tape or colored tape,
string measuring 15 centimeters, two objects of similar length (e.g., a marker and a new unsharpened
pencil), 2 adult sized shoe boxes with lids (the boxes should be large enough to measure the objects
inside), and 2 larger, sealed boxes with openings to insert answer sheets.

Directions:

1. Set up centers in the classroom as described below. (Important: Use tape to label the
cube sets “A”, “B”, and “C.” It is suggested that multiple copies of each center be set up
so that more than one student can complete each task at the same time.)
Center 1 consists of 3 sets of Unifix/snap cubes for comparison:
 Set “A” – 11 cubes
 Set “B” – 14 cubes
 Set “C” – 13 cubes
 Copies of the answer sheet
 1 box “Answer Bin” to collect the answer sheets

Center 2 consists of two shoeboxes containing common classroom objects of similar

length secured to the inside of each box. For example, you could use:
 Box A: new pencil
 Box B: marker

In addition to the shoeboxes and objects, also provide the following:

 A 15 centimeter length of string (Important: You may choose other objects for
comparison, but one object must be shorter than the string and the other object must
be longer than the string. Secure the objects to the inside of the box to avoid direct
comparison. The goal is for the students to compare the string to each object, not the
objects directly to each other.)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

 Copies of the answer sheet

1 box “Answer Bin” to collect the answer sheets

2. Directions for Center 1:

a. Demonstrate how to navigate the Center. Hold up an answer sheet to explain how
students should write their answer. Say, “When I call your name, go to Center 1.
Take an answer sheet and write your name and date at the top. Next, look at the
different sets of cubes, labeled “A”, “B”, and “C”. Put them in size order from
shortest to longest. Then, write the letter in size order on your sheet. When you
are done, place your answer sheet into the Answer Bin.” Show students the bin so
they know where to leave their answer sheets
b. Check on the students as they complete the task and make sure they understand and
remember the directions.

3. Directions for Center 2:

a. Demonstrate how to navigate the Center. Hold up an answer sheet to explain how
students should write their answer. Say, “When I call your name, go to Center 2. At
the Center, you will find a piece of string, two covered shoeboxes labeled “A”
and “B”, an answer sheet, and Answer Bin. Inside each box is a marker or a
pencil. The rule for the Center is that you cannot take the objects out of the box.
First, take an answer sheet and write your name and date at the top. Next,
uncover Box A. Take the string and compare the length of the string to the
object in Box A.” (You may want to demonstrate how to bring the string into the box
to compare lengths.) “Then answer the question on your answer sheet, “Is the
object shorter or longer than the string?” by circling your answer.” (As you say
this, demonstrate how to complete the answer sheet.) “Do the same for the object in
Box B. Put the covers back on the boxes when you’re done.”
b. Next, say, “After you compare each object to the string, answer the question,
“Which object is longer?” Circle your answer. When you are done, place your
answer sheet into the Answer Bin.” Show students the bin so they know where to
leave their answer sheets.
c. Check on the students as they complete the task and make sure they understand and
remember the directions.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: _________ DATE: _

COMPARE LENGTH: CENTER 1

Put Set A, Set B, and Set C in order from shortest to longest.

Shortest Longest

------------------------------------------------------

NAME: _________ DATE: _

COMPARE LENGTH: CENTER 2

Complete the sentences by circling your answer: shorter or longer.

1) Box A) The pencil is shorter longer than the string.

2) Box B) The marker is shorter longer than the string.

3) Circle your answer to the question: Which object is longer?

Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

Pencil Marker

Compare Length Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #1
The student completes one The student correctly The student correctly
Order three of the following: completes the tasks in one completes the tasks in two
objects by length; of the centers: centers:
compare the Center 1 – The student
lengths of two incorrectly orders the Center 1 – The student Center 1 – The student
objects indirectly objects by length. correctly orders the 3 correctly orders the 3
by using a third objects by length. objects by length.
object. (1.MD.1) OR
OR AND
Center 2 – The student
correctly answers 1or Center 2 – The student Center 2 – The student
fewer questions. correctly answers 2 or correctly answers all 3
fewer questions.
questions.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Measurement

Administration: Small group

Materials: Copies of “Measurement” worksheet, masking tape or colored tape, variety of measuring
tools: 20 small paper clips (3cm); 5 new, unsharpened pencils (19 cm); 6 white board markers (12cm)

Directions:

1. Prior to the activity, attach 1 strip of tape for each student to a flat surface (such as a table
or desk) with predetermined lengths according to the chart below. Label the tape “1,”
“2,” and “3.” Each student will be given a different object as a measuring tool for each
strip of tape as listed on the chart. (Important: Teachers may select different objects as
measuring tools. Be sure to pre-measure the tape with each object so that the total
number of units can be expressed as a whole number.)
2. Say to the students, “Each of you will measure 3 pieces of tape with different
measuring tools. On your answer sheet write your name and date at the top. Using
the measuring tool for your tape, measure the length of tape. Then write the
measuring tool you used and the length of each piece of tape on the worksheet.”
3. Ask a student to retell the directions to be sure they understand the task.

Answer Key: (Note: the exact lengths may vary slightly)

Tape Measuring Tool Total number of objects

1) 30 cm Small paper clip 10 paper clips
2) 76 cm New unsharpened pencils 4 pencils
3) 60 cm White board marker 5 markers

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: _________ DATE: _

MEASUREMENT

Measure the length of each strip of tape and complete the chart.

Tape Measuring Tool Total number of

objects

1 Small paper clip _____ paper clips

2 New unsharpened pencils _____ pencils

3 White board marker _____ markers

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Measurement Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 2
The student uses the The student correctly The student correctly
Express the length measuring tool with gaps measures 2 strips of tape measures 3 strips of tape
of an object as a and overlaps. by using the measuring by using the measuring
whole number of
AND tool held end to end tool held end to end
length units, by
laying multiple without gaps and without gaps and
The student incorrectly
copies of a shorter measures the strips of overlaps. overlaps.
object (the length tape. OR
unit) end to end;
understand that The student uses the
the length measuring tool held end to
measurement of an end without gaps or
object is the
overlaps, but is not able to
number of same-
size length units count the number of
that span it with objects used to correctly
no gaps or measure 3 strips of tape.
overlaps.
(1.MD.2)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 3: Telling Time

# STUDENT LEARNING OBJECTIVES CCSS

3 Tell and write time to the half-hour using “o’clock” and digital 1.MD.3
notation.

Administration: Small groups

Materials: Copies of the “Telling Time” cards and worksheet

Directions:

1. Print and cut out the “Telling Time” analog clock cards. You may want to laminate them
for future use. Pre-sort the cards if necessary to ensure that each student is asked to read
four different clock times. Use the attached checklist to record correct responses.
2. Say to the students, “We will tell time together. I will show each of you four cards
with a clock. Then, you will read the time out loud.”
3. Show each student the clocks, one at a time, recording on the Checklist whether he/she
reads the time correctly.
4. After the students read the analog clocks, distribute the answer sheet. Say, “Write your
names and date at the top. I will say a time; then you will write the time on your
answer sheet.” A suggested list of times is found below.
5. Ask a student to retell the directions to be sure they understand the task, or model one
problem as an example.

Resource: Clock images http://etc.usf.edu/clipart/

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Telling Time: Teacher Reads and Students Write

Teacher should read four of the following to each student as indicated in Step 3 above. Student will
record the time on their answer sheet.

1: 00 11:30 1:30 8:30

12:30 7:00 3:30 11:00

4: 30 10:00 5:00 9:30

2:00 3:00 6:30

6:00 2:30 8:00

7:30 4:00 5:30

10:30 12:00 9:00

Oradell, River Dell and River Edge Public School

Math K – 6 Assessments District
Approved October 2014
Unit Assessments

TEMPLATE: TELLING TIME CARDS

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

TELLING TIME: STUDENT CHECKLIST

ITEMS 1-4

Task 4: Telling Time

Date __________ Items 1-4

Check √ if correct

Student Name

1 2 3 4

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: _________ DATE: _

TELLING TIME

Write the time below.

1) 2)

_ : _ _ : ____

3) 4)

_ : _ _ : _____

---------------------------------------------------------------------------------------------------------------------

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME: _________ DATE: _

TELLING TIME

Write the time below.

1) 2)

_ : _ _ : ____

3) 4)

_ : _ _ : _____

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Telling Time Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 3 The student correctly The student correctly The student correctly
reads 1 or fewer analog reads 2-3 analog clocks. reads 4 analog clocks.
Tell and write time to
clocks.
the half-hour using
“o’clock” and digital
notion. (1.MD.3)
The student correctly The student correctly The student correctly
writes 1 or fewer digital writes 2-3 digital times. writes 4 digital times.
times.

Note: To assign a grade for the “Whole Class Progress at a Glance” (Page 1)
 Assign “Secure” for students identified as secure for both reading and writing time.

 Assign “Beginning” for students identified as beginning for both reading and writing
time.

 Assign “Developing” for other combinations.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 4: Favorite Pizza

# STUDENT LEARNING OBJECTIVES CCSS

7 Organize, represent, and interpret, data with up to three categories, 1.MD.4

and compare the number counts of data points among the categories,
e.g., equal to, more than, or less than another category.

Administration: Whole class, and then small groups

Materials: A poster with all of the student’s names (or list all of their names on the board) and
copies of the “Favorite Pizza” worksheets.

Directions:

1. Suggestion: You may want break the task up into two parts. For example, have the
students create the data table as part of the morning routine. (See sample data table.)
Later, work with small groups of students to represent and analyze the class data.

2. (Whole Class) Say to the students, “How many of you like to eat pizza? How many of
you like cheese pizza? Pepperoni? Sausage? If you had to choose your favorite kind
of pizza, would it be cheese, sausage, or pepperoni?” (You may want to change the
categories to include what your students like most.)
3. Say, “I am going ask each of you to say whether you would choose a cheese, sausage,
or pepperoni pizza.” Ask each student to say their favorite, and write the word or first
initial of each (“C,” “S,” or “P”) next to their name.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. Organize the students into small groups, and give each group a “Favorite Pizza!”
worksheet. Say, “Let’s look at our class list of favorite pizza. We can organize the
list so that we can see if more people liked cheese, sausage, or pepperoni.”
5. Say, “Write your name at the top. At the top of your paper you have boxes to
organize our class list. What should we write in these boxes?” Solicit an answer from
each student.
6. After guiding the students to write the headings, “cheese,” “sausage,” and “pepperoni”
ask the group to fill in the table using the information on the class list.
7. After the students have had several minutes to organize the data, say, “Now let’s use our
pizza table to answer the questions.”
8. Read questions 1-3 aloud. After each question, have the students write the answer on
their sheet. When you get to questions 4-5, say, “Let’s read question 4 and 5.” Read
the questions aloud. You may want to ask students to retell the questions in their own
words. Then say, “To find the answer, look at our pizza table, then write the answers
on your paper.”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

NAME ___________________ CLASS _ DATE ________

FAVORITE PIZZA!

Make a pizza table below.

Answer the questions based on the pizza table.

1. How many people like CHEESE pizza? __________

2. How many people like SAUSAGE pizza?

__________

3. How many people like PEPPERONI

pizza?__________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Look at the pizza table and answer the questions.

4. The most favorite pizza is __________.

5. The least favorite pizza is __________.

Favorite Pizza Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 7
The student is able to The student is able to The student is able to
Organize,
complete one or none of complete two of the tasks complete all of the tasks
represent, and
the following tasks: described below: described below:
interpret, data
with up to three  correctly organizes  correctly organizes  correctly organizes
categories, and the data into the data into the data into
compare the categories categories categories
number counts of
 represents the  represents the  represents the
data points
number in each number in each number in each
among the
group group group
categories, e.g.,
equal to, more  makes an accurate  makes an accurate  makes an accurate
than, or less than comparison of the comparison of the comparison of the
another category. number of data number of data number of data
(1.MD.4) points among the points among the points among the
categories. categories. categories.

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 5 Assessment: Shapes and their Attributes

Whole Class Progress at a Glance
Task 2: Task 3: Task 4:
Task 1a: Task 1b: Equal Shares Adding and
Adding Within
2-D Puzzles 3-D Puzzles Subtracting Under
100
20
Student Name
SLO # 2
SLO #1 SLO #1 SLO #4 SLO #5
SLO #3

B D S B D S B D S B D S B D S

Oradell, River Dell and River Edge Public School

Math K – 6 Assessments District
Approved October 2014
Unit Assessments

1st Grade Unit 5 Assessment: Shapes and their Attributes

Whole Class Progress at a Glance

Task 5: Add It, Task 6:

Subtract It, and Favorite Pizza
Solve It
Student Name
SLO #6 SLO #7
B D S B D S

Oradell, River Dell and River Edge Public School

Math K – 6 Assessments District
Approved October 2014
Unit Assessments

Grade Unit 5 Assessment: Shapes and their Attributes

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Student
Date of for each task below.
Tasks Learning
Task
Objectives Beginning Developing Secure
Task 1a: SLO #1
Puzzles
Task 1b: SLO #1
Composing 3D Shapes
Task 2: SLO #2
Equal Shares SLO #3
Task 3: SLO #4
Adding Within 100
Task 4: SLO #5
Adding and Subtracting
Under 20
Task 5: SLO #6
Add It, Subtract It,
Solve It
Task 6: SLO # 7
Favorite Pizza

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of
need. Plan specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1st Grade Unit 5 Assessment: Shapes and their Attributes

Student Progress at a Glance

Name:___________________________ Teacher:__________________________

Check √ student’s outcome

Planning Next Steps: Examine the data for this student, noting areas of strength and areas of
need. Plan specific goals/objectives for this student through your instruction.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1: Puzzles

# STUDENT LEARNING OBJECTIVES CCSS

1 Compose two-dimensional shapes (rectangles, squares, trapezoids, 1.G.2
triangles, half-circles and quarter circles) or three-dimensional
shapes (cubes, right rectangular prisms, right circular cones, and
right circular cylinders) to create a composite shape, and compose
new shapes from the composite shape.

Administration: Individual

Materials: Pattern blocks, or cutouts of the blocks

below (the half-circle and quarter circle are not part
of the pattern block set, these will need to be cut out
for Puzzle 2), a set of Puzzle Cards for each student.

Directions:

1. Make the pattern blocks or cutout shapes

available to the student. Say, “I will give you a series of cards. On each card
there is an outline that you need to fill in like a puzzle. You will see a picture
of the pieces you should use to complete the puzzle.” [Note: the pictures of the
“pieces needed” are not to scale]
2. Give each student a copy of Puzzle 1. Give each student two triangles and say,
“Please complete the puzzle using these triangles.”
3. After the student finishes Puzzle 1, have him or her set the Puzzle aside (it will be
used in Puzzle 4). Then give the student a copy of Puzzle 2. Give the student a
cutout semicircle and a cutout quarter circle. Say, “Please complete the puzzle
using these pieces.”
4. After the student finishes Puzzle 2, give the student a copy of Puzzle 3 along with
a triangle and a rhombus. Say, “Please complete the puzzle using these pieces.”
5. Before giving Puzzle 4, say to the student, “For this next puzzle, you will put
your Puzzle 3 together with your Puzzle 1 to make a new shape.” Give him or
her puzzle 4. If a student is confused, explain to him or her that the picture of the
“pieces needed” are actually copies of their Puzzle 1 and Puzzle 3.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Pattern Block Cutouts

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Puzzle Cards
Puzzle 1:

Pieces needed:

Puzzle 2:

Pieces needed:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Puzzle 3

Pieces needed:

Puzzle 4 (use Puzzle 3 and Puzzle 1)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Puzzles Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #1
The student can make The student can make The student can make
Compose two-dimensional
up to two puzzles. 3 puzzles. all 4 puzzles.
shapes (rectangles, squares,
trapezoids, triangles, half-
circles and quarter circles) or
three-dimensional shapes
(cubes, right rectangular
prisms, right circular cones,
and right circular cylinders)
to create a composite shape,
and compose new shapes
from the composite shape.
(1.G.2)

[two-dimensions]

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 1b: Composing 3D Shapes

# STUDENT LEARNING OBJECTIVES CCSS

Administration: Small group

Materials: Various three dimensional shapes, including cubes,

right rectangular prisms, right circular cones, and right circular
cylinders (blocks such as those shown at the right may be used, or
use available objects such as tissue boxes, paper towel tubes, etc.)

Directions:

1. Set the blocks in front of the students.

2. Say, “Take two 3-D shapes. What can you make with the shapes? Put the
shapes together to make something new.” Allow the students a few minutes to
build a shape, and then have them explain what they created.
3. After the students have finished explaining their objects, say, “Let’s see how we
can make something new using the shapes you made. Take turns to put
together your 3-D shape with someone else’s 3-D shape. Don’t take the pieces
apart. Make a new, bigger 3-D shape, like a house or a bridge.”
4. Allow the students a few minutes to combine their shapes. Ask them to describe
their new shapes.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Composing 3D Shapes Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO #1
The student is unable The student can make The student can make
Compose two-dimensional
to make a composite a composite shape a composite shape
shapes (rectangles, squares,
shape with two 3-D with two 3-D shapes. with two 3-D shapes.
trapezoids, triangles, half-
shapes.
circles and quarter circles) or OR AND
three-dimensional shapes
The student can The student can
(cubes, right rectangular combine two 3-D combine two 3-D
prisms, right circular cones, shapes to make a shapes to make a
and right circular cylinders) house or a bridge. house or a bridge.
to create a composite shape,
and compose new shapes
from the composite shape.
(1.G.2)

[three dimensions]

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 2: Equal Shares

# STUDENT LEARNING OBJECTIVES CCSS

2 Partition circles and rectangles into two or four equal shares, 1.G.3
describing the shares using halves, fourths, and, quarters, and use
the phrases half of, fourth of, and quarter of.
3 Describe the whole circle (or rectangle) partitioned into two or 1.G.3
four equal shares as "two of” or "four of" the shares.

Administration: Individually

Materials: Construction paper shapes (circles and rectangles – these can be decorated to
appear like a cookie and cake), and pencils.

Directions:

1. Prior to the activity, cut out several circle and rectangle shapes to represent a
cookie (circle) and sheet cake (rectangle). You may want the children to decorate
them in advance.
2. Say to the student, “Let’s take your cookie. Show me how you would share the
cookie equally between 2 people?” Observe the student’s strategy; they may
choose to fold or draw a line to make equal parts.
3. Say, “How many shares are there?” Answer: “two.”
4. Point to half of the cookie and say, “Name this part of the whole cookie.”
Answer: “half” or “half of.” Write the name (“one half” or “half”) on each share.
5. Point to the whole cookie showing the labeled parts and say, “How can you
describe the whole cookie with its shares?” Answer: the whole cookie has “two
shares” or “two halves.”
6. Next, direct the student’s attention to the rectangle and say, “What if we had a
cake in this shape? What shape is it?” Answer: “rectangle.” Then say, “Let’s
look at your cake. How would you cut the cake equally for 4 people?”
Observe the student’s strategy; he/she may choose to fold or draw a line to make
equal parts.
7. Say, “How many shares are there?” Answer: “four.”
8. Hold up a fourth of the cake, “Name this part of the whole cake.” Answer:
“fourth” or “fourth of,” “a quarter,” “a fourth of”, “a quarter of.” Write the name
(“one fourth” or “fourth”) on each share.
9. Say, “If one share of the cake is a fourth (or quarter), then how would you
describe the whole cake with all of its shares?” Put the cake together to draw
attention to the parts of the whole cake. Answer: the whole cake has “four of the
shares,” or “4 shares of fourths (quarters).”
10. If the student does not provide the desired response, encourage him/her to think of
other ways to describe or name the whole cake.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Equal Shares Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 2
The student does not The student accurately The student accurately
Partition circles
partition the circle and partitions the circle and partitions the circle and
and rectangles into
rectangle into two or four rectangle into two or four rectangle into two or four
two or four equal
shares. shares, but the shares are equal shares.
shares, describing
not equal.
the shares using AND
halves, fourths, OR
The student describes the
and, quarters, and
The student does not use shares using “halves” and
use the phrases
“halves” and “fourths” or “fourths” or “quarters.”
half of, fourth of,
“quarters” to describe the
and quarter of.
shares.
(1.G.3)

SLO#3
The student does not With support, the student The student is able to
Describe the whole
describe the whole is able to describe the describe the whole
circle (or
partitioned into two and whole partitioned into two partitioned into two and
rectangle)
four equal parts as “two and four equal parts as four equal parts as “two
partitioned into
of” and “four of” the “two of” and “four of” the of” and “four of” the
two or four equal
shares. shares. shares.
shares as "two of",
or "four of" the
shares. (1.G.3)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Task 4: Shapes and Attributes

# STUDENT LEARNING OBJECTIVES CCSS

1 Name the attributes of a given two-dimensional shape (square, triangle, 1.G.1

rectangle, regular hexagon) distinguishing between defining and non-
defining attributes.

2 Draw and build shapes when given defining attributes (e.g., 3 1.G.1
sides, 4 sides, 3 corners, 4 corners).

Administration: Individual

Note: Not all tasks need be administered in a single session.

Materials: A color copy of the 4 shape cards, several straws cut into two different lengths, blank
paper, and marker. You may laminate the shape cards for future use.

Directions:

Part 1:

1. Give the student the “Triangles” card. Ask, “Do you think that all of these
shapes are triangles?” If the student says, “yes,” ask, “Why do you think so?
What makes them triangles?” If the student says, “no,” ask, “Which ones are
not triangles? Why do you think so?”
2. Give the student the “Rectangles” card. Ask, “Do you think that all of these
shapes are rectangles?” If the student says, “yes,” ask, “Why do you think so?
What makes them rectangles?” If the student says, “no,” ask, “Which ones are
not rectangles? Why do you think so?”
3. Give the student the “Squares” card. Ask, “Do you think that all of these shapes
are squares?” If the student says, “yes,” then ask, “Why do you think so? What
makes them squares?” If the student says, “no,” ask, “Which ones are not
squares? Why do you think so?”
4. Give the student the “Hexagons” card. Ask, “Do you think that all of these
shapes are hexagons?” If the student says, “yes,” ask, “Why do you think so?
What makes them hexagons?” If the student says, “no,” ask, “Which ones are
not hexagons? Why do you think so?”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Part 2:

1. Give the student the straws. Ask the student to “build a shape with 4 sides.”
2. Ask the student to “build a shape with 3 corners.”
3. Give the student the blank piece of paper. Ask the student to “ draw a shape with
4 corners.”
4. Ask the student to “draw a shape with 3 sides.”

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1. Triangles Rectangles

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Squares Hexagons

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Shapes and Attributes Rubric

Name: ______________ Date:

Circle the best description of the student’s solution strategy. Provide any additional comments
below to describe the student's understanding of the SLO.

Beginning Developing Secure

SLO # 4
The student uses The student uses The student uses
Name the attributes of defining attributes (e.g., defining attributes (e.g., defining attributes (e.g.,
a given two- number of sides and/or number of sides and/or number of sides and/or
dimensional shape corners) to describe 1or corners) to describe 2-3
corners) to describe all 4
fewer shapes. shapes.
(square, triangle, shapes.
rectangle, regular (Examples of non- (Examples of non-
hexagon) defining attributes: “this defining attributes: “this
distinguishing between is not a rectangle is not a rectangle
because it is crooked,” because it is crooked,”
defining and non-
“they are hexagons “they are hexagons
defining attributes. because they are green,” because they are green,”
(1.G.1) etc.). etc.)

(part 1)

SLO # 5 The student correctly The student correctly The student correctly
draws or builds 1 or draws or builds 2 or 3 of draws and builds all 4
Draw and build shapes
fewer of the 4 shapes the 4 shapes according shapes according to the
when given defining
according to the to the attributes given. attributes given.
attributes (e.g., 3 sides,
attributes given.
4 sides, 3 corners, 4
corners). (1.G.1)

(part 2)

Comments:

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name___________________________________________ Date:____________

Grade 2 Unit 1 Assessment: Place Value

1. Which number is 6 hundreds, 2 tens, and 4 ones?

a. 246
b. 462
c. 624
d. 642

2. Which represents the number 748 ?

a. 74 + 8
b. 7 + 4 + 8
c. 70 + 40 + 8
d. 700 + 40 + 8

3. Circle the base-ten blocks that would represent the number 304.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. What number is shown by the base-ten blocks?

________________________

5. Jill is counting bundles of pennies. Each bundle has 100 pennies and she has 8 bundles.
Which shows the best way to count all of the pennies?

a. 100, 2, 200, 4, 400, 6, 600, 8, 800, 9, 900

b. 100, 200, 300, 400, 500, 600, 700, 800
c. 10, 20, 40, 80, 160, 320, 640, 1280
d. 100, 100, 100, 100, 100, 100, 100, 100

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Reed has 4 bundles of straws. Each bundle has 100 straws. His friend gives him some
more straws. Which number shows how many straws Reed could have altogether?

a. 45
b. 94
c. 341
d. 402

7. Which number has more than 5 bundles of ten tens?

a. 608
b. 419
c. 287
d. 236

8. Luisa has 53 rocks in her rock collection. Which is the same as 53 ?

a. Five-thirty
b. Five-three
c. Fifty-thirty
d. Fifty-three

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. The librarian said there are four hundred seventy-nine picture books in the school
library. Write the numeral that represents the number of picture books in the school
library.

10. Phillip found there were 231 students in third grade at his school.

Choose the expanded notation that shows 231.

a. 20  3  1
b. 200  3  1
c. 20  30  1
d. 200  30  1

11. Ilia slept for seven hundred twenty minutes.

Write this as a numeral in the box.

12. Joshua counted 286 cars during a family trip.

Write this number using words and expanded form.

13. Write one of the symbols , , or  in the box below to correctly compare the two
numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Use place value to explain your answer.

14. Place a <, >, or = symbol in the box below to compare the numbers.

15. Write one of the symbols <, >, or = in the box below to make the statement true.

16. Is this statement true? 257  367

Explain your thinking using words and numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. Jorge has 21 bags of ten marbles each and 6 single marbles.
Victor has 16 bags of ten marbles each and 4 single marbles.

Write a number in each blank below to tell how many marbles Jorge and Victor have
together.

______hundreds ________tens_______ones

18. Which set of base-ten blocks below can be included with the base-ten blocks above to
show 308?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _______________________________ Date:

Grade 2 Unit 2 Assessment: Addition

1. Travis made a list of numbers to start at 25 and skip count by 5.

Circle the number that should NOT be in the list?

25, 30, 35, 40, 44, 50, 55

2. Julie created a pattern that skip-counted by 10 and has the number 40 in it.

What other number could be in Julie’s skip-count pattern?

a. 54
b. 64
c. 76
d. 80

3. Write numbers in the boxes on the number line that are missing in the skip-count pattern.

4. Look at the group of apples.

Does the group have an even number of apples or an odd number of apples?

Show your thinking using words, numbers, or pictures.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. There are four rows of pencils.

Circle the rows that have an even number of pencils.

6. Circle the picture that shows why 10 is an even number.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. For each group, circle EVEN if there is an even number of spoons, or circle ODD if there
is an odd number of spoons.

8. Write an even number that is between 21 and 29. Write an equation to show how that
number can be made by adding two equal numbers.

9. Complete the equation to show that 14 is an even number.

+ + = 14

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. Circle the numbers in the table below that are even numbers.

For each number you circled

 show in a drawing why the number is even; and

 write an equation to show that the even number can be made by adding two equal
numbers.

Number Drawing Equation

11. Add the following numbers.

Show your work using words or numbers.

11, 15, 10, and 14.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. Show how to use tens and ones to add 19, 13, and 16.

13. Tara, Mia, and Jorge added the numbers 13, 18, and 17. Their work is shown in the table
below.

Which students added correctly? Put a check mark in the oval to answer correct or
incorrect.

Correct Incorrect
Tara: 13  18  17 is the same as 10  10  10
plus 3  8  7.So 30  18  48.
Mia: I can add 13 and 17 together first, which gives
me 30. Then add 30 to 18 to get 48.

1
Jorge: 13
18
 17
48

14. Find 16 + 19 + 3 + 11

15. Skip count by 5s and fill in the missing number.

650, _______, 660, 665

16. Juana is skip counting by 10s.

Her first number is 890.

Write the next three numbers.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. Fill in the missing numbers when skip counting by 100.

345, 445, , , , 845

18. Write numbers in the blanks below to show skip counting by 10s.

___ , _ , 220 , _ , ___

19. Circle the facts that have an answer of 6.

33 52 24

20. Show how to subtract 69 from 82.

21. Show how to find 73 + 17

22. Show how to add 46 and 37.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

23. Lara and Jake each showed how they added 7 and 5 using mental math. Their work is
shown below.
Did each student show a correct or incorrect way to add 7 and 5 ?

Circle correct or incorrect for each.

Lara:
7+5
7+3+2 Correct Incorrect
10 + 2
12

Jake:
7 + 5 is equal to 5 + 7
5+7
Correct Incorrect
5+5+2
10 + 2
12

24. Draw a line to connect each fact with its sum. More than one fact can be connected to a
sum.

Fact Sum

88 ▪

13  5 ▪ ▪ 16

89 ▪

4  13 ▪ ▪ 17

97 ▪

6  11 ▪ ▪ 18

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

25. Show how to find 57  39.

26. 428   528

What is the value of ? _______________

27. 29 +37 =

A teacher wrote the equation above on the board.

Jose solved the equation by writing 30  36  30  30  6  66.

Explain why the method Jose used is correct.

____________________________________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

28. 21 + 59 =
Haloti solved the equation above by writing 21  59 

20  1  50  9  20  50  1  9  70  10  80.
Draw base-ten blocks and use the drawing to explain why the method Haloti used is
correct.

29. 28  6  11 

30.

Write an equation that matches what is shown on the number line above.

__________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name : __________________________ Date:_

Grade 2 Unit 3 Assessment: Subtraction

1. Carol is reading a book that has 19 pages. On Friday she read 4 pages and on Saturday
she read 11 more pages. How many more pages does Carol have left to read?

2. Jeremy had 14 CDs. He placed some of the CDs on a shelf. He had 8 CDs left. How
many CDs did Jeremy place on the shelf?

3. Rodrigo made 15 pancakes for his family. Some friends came for breakfast, so
Rodrigo made 4 more pancakes. After Rodrigo’s family and friends ate, 5
pancakes were left. How many pancakes were eaten in all?

4. Add or subtract each.

a. 82  b. 94  c. 63 

d. 62  e. 8 1  f. 37 

g. 10  2  h. 64 i. 1  9 

j. 23 

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. Circle the facts that have an answer of 6.

33 83 10  4 52 24 93

6. Draw a line to match each fact on the left with the answer on the right.

4 1 ▪ ▪ 10

96 ▪ ▪ 5

64 ▪ ▪ 9

10  1 ▪ ▪ 3

53 ▪ ▪ 8

7. Subtract 43 - 28.

8. Subtract 49 - 32.

9. What is 50 minus 18 ?

10. Show how to subtract 69 from 82.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. Show how to find 72-28.

In questions 12-16, add or subtract.

12. 8+11=

13. 7 +6 =

14. 3+9 =

15. 15-7 =

16. 14-8=

In questions 17-20, add or subtract.

17. 875-100 =

18. 199-10 =

19. 600- 10 =

20. 97-68=

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Sangam solved the equation above by writing 97  68 

97  68  2  2  97  2  68  2  99  70  29.
Explain why the method Sangam used is correct.

In questions 22-23, write an equation for the word problem and solve the problem.

22. Cal needs to paint a line on a baseball field that will be 90 feet long.

He has painted 47 feet of the line.

How many more feet of the line does Cal need to paint?

____________________________________________

23. Ashley and Nate both stand at the same spot and hit golf balls.

Nate’s ball goes 45 yards, and Ashley’s ball goes 27 yards.

How many more yards does Nate’s ball go than Ashley’s ball?

____________________________________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

24. Emily is 8 inches taller than Molly. Molly is 41 inches tall.

The equation  8  41 can be used to find how many inches tall Emily is.

What is another equation that could be used to find how tall Emily is?

__________________

25. Randy used 23 centimeters of string for a project. He has 68 centimeters of string left.

Circle all the equations below that can be used to find the number of centimeters of string
that Randy had at the start of his project.

 23  68 68   23 23   68

 23  68 23  68   68  23

How many centimeters of string did Randy have at the start of his project?

____________________________________________

26. Show your subtraction on the number line.

24  9 

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

27. Which number lines below correctly show how to find

16  3 ?

Mark in the oval to answer correct or incorrect.

28. DeShawn read 23 pages of a book on Monday, and 68 pages on Tuesday. How many
pages did DeShawn read in all?

_________________

29. Talia gave 42 beads to Maria. Maria gave back 15 beads. Talia gave Maria 28 more
beads. How many total beads does Maria have?

_______________

30. Mary cut a piece of ribbon that was 96 inches long into three pieces. One piece is 12
inches long and a second piece is 27 inches long. How many inches long is the third
piece?

______________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:________________________________________ Date:_____________

Grade 2 Unit 4 Assessment: Measurement -- Length

1. What is the length, in inches, of the fish shown below? Write the length and the
unit.

_______________________________

2. What is the length, in centimeters, of the pencil shown below? Write the length
and the unit.

______________________________________

3. Which would be the best estimate of the length of your thumb?

a. 4 centimeters

b. 4 inches

c. 4 feet

d. 4 meters

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. Draw a line to match each measurement with an estimate.

Measurement Estimate

Height of a door ▪ ▪ 8 centimeters

Length of a tissue box ▪ ▪ 8 inches

Height of a house ▪ ▪ 8 feet

Length of a crayon ▪ ▪ 8 meters

5. Use a ruler to measure the length of the line in inches.

Write the length and the unit: ____________

Measure the length of the same line to the nearest whole centimeter.

Write the length and the unit: ____________

Explain why the number of inches is less than the number of centimeters.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. The length of a table is 6 feet.

The table will be measured three more times using inches, meters, and
centimeters.

Check the ovals to show whether the number of units will be more or less than 6.

Unit More than 6 Less than 6

Inches

Meters

Centimeters

Continue on the next page.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

In questions 7-8, use the provided ruler or scale.

What is the length, in inches, of the top pair of scissors?

_______________

What is the length, in inches, of the bottom pair of scissors?

_______________

How many inches longer is the bottom pair of scissors than the top pair of
scissors?

__________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

8. How much taller is tree A than tree B, in feet ?

_____________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

In question 9, use a ruler.

9. Look at the map below.

How many centimeters longer is the line between Newton and Lineboro than the line
between Newton and Clark?

_____________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________ Date:

Grade 2 Unit 5 Assessment: Measurement – Time and Money

In questions 1-2, be sure to include A.M. or P.M. in your answer.

1. What afternoon time is shown on the clock below, to the nearest 5 minutes?

_________________

2. When LaToya looks at the clock in the morning, she sees the time on the clock below.

What time is it, to the nearest 5 minutes?

_______________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3. Draw a line to connect each analog clock on the left to the digital clock on the right that
shows the same time.

Some digital clocks will not be used.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. Aliyah pays for ice cream with 1 one-dollar bill, 1 quarter, 2 dimes and 3 pennies.

What amount does Aliyah pay?

_______________

5. Jim finds 3 quarters and 1 dime in his pocket.

In his other pocket, he finds 4 dimes, 3 nickels, and 2 pennies.

How much money does Jim have in all?

_______________

6. Keith gave his friend the coins shown below.

How much money did Keith give his friend?

_______________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. Each purse below has the amount of money shown.

What is the total amount of money in both purses?

a. $29

b. $211

c. $803

d. $7,913

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name __________________________ Date _

Grade 2 Unit 6 Assessment: Data and Geometry

Part A: Shade the figures above that are quadrilaterals.

Part B: Draw a circle around the quadrilaterals that have sides that are not all equal.

2. Which of the following shapes is a hexagon?

a. b.

c. d.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

The figure above represents a cube.

Which of the following is the name for the shape on each face of the cube?

a. Triangle
b. Square
c. Pentagon
d. Hexagon

How many faces does the cube have?

4. Look at the array of dots below.

Now look at the sums in the table.

Does the sum give the number of dots in the array?

Put a check in the oval to answer yes or no.

Yes No
44444
123 456
5555

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. Use a ruler to measure the length of each pencil below to the nearest inch. Write the
length above each pencil.

Make a line plot of the lengths below.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Some fish are drawn below. Use a ruler to measure the length of each fish to the nearest
centimeter. Plot the lengths on the line plot below.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. Brian asked 15 friends to tell him what their favorite pet is. The table below shows what
his friends said.

Favorite Pet Number of Friends

Dog 6
Cat 2
Bird 4
Hamster 3

Part A: Make a bar graph to show the favorite pets of Brian’s

friends.

Part B: How many more friends said dog than said

bird?

Answer: ___________________ friends

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

8. Anquan made the bar graph below to show the favorite playground equipment of all of
the students in his class.

Place a check mark in the oval to choose correct or incorrect for each statement in the table.

Correct Incorrect
Slides are the most favorite playground equipment.

Anquan’s class has a total of 26 students in it.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. Amanda made the bar graph below to show the favorite fruit of the 15 students in her
class.

Use the information in Amanda’s bar graph to make a picture graph for the students’
favorite fruit.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. Tom lays square tiles on a floor in the shape of a rectangle. He lays the tiles into 5 rows
and 6 columns. Show how the tiles could be laid to cover the floor in the rectangle below.

How many total tiles did Tom lay on the floor?

Answer: ___________________ square tiles

11. Use squares of the same size to fill the rectangle below so that there are 8 rows and 4
columns of squares.

How many squares of the same size are there in all?

Answer: ____________ squares

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. Natasha ordered three cakes of the same size for her birthday party. The cake slices left
over after the party are shaded in the figures below.

How many fourths of a cake are left over? _________

Does the cake left over make a whole cake?

Place a checkmark in the oval to answer yes or no.

Yes No

13. Dan, Greg, Carol, and Pat have baked a rectangular cake and want to share the cake
equally.

Part A: Mark the rectangles below to show two different ways the cake can be cut so that
each person will have an equal share.

Part B: Write a word in each blank to complete the sentences.

After being cut, the cake has ______ parts

called _________.

Each person’s share is a _________ of the cake.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. Which squares show one-fourth of the square shaded? List all that show one-fourth
shaded.

Answer: _______________________

15. Some cookies are arranged on a tray.

Circle all the sums that give the number of cookies on the tray.

22 44 2222

24 42 4444

How many cookies are on the tray? ___________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. Look at the array of stars.

Kamel wants to write the same number in each box so that the sum equals the number of
stars in the array.

What number should Kamel write in each box?

Pedro wants to write the same number in each circle so that the sum equals the number of
stars in the array.

What number should Pedro write in each circle?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:___________________________________________________ Date:__________
Grade 3
Unit 1 Assessment: Numbers and Operations in Base 10

1. What is 2,374 rounded to the nearest hundred?

2. Billy says 1,425 rounded to the nearest tens is 1,400. Do you agree or disagree? Explain
your reasoning.

3. In which list will every number round to 530 when rounded to the nearest ten?

a. 527, 531, 537

b. 525, 529, 533
c. 522, 528, 536
d. 524, 536, 528

4. There are 36 birds in the city zoo. There are 19 birds in the pet store. What is the total
number of birds in the city zoo and the pet store?

5. Johnson Elementary School had 80 students. 18 students moved to different schools. 10

new students came to the school. How many total students are at Johnson Elementary
School?

6. Kristen states that an odd number plus an odd number always equals an even number.
Do you agree or disagree? Explain or show your reasoning.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. Mary had 10 carrots. She ate 5 carrots, and then Joe gave her some more carrots. Mary
then had 8 carrots.
a. Write an equation that can be used to find how many carrots Joe gave Mary.

b. How many carrots did Joe give Mary?

8. A word problem is shown in the box.

Ray had $50. He bought 2 shirts that cost $19 each. How much money did Ray
have after buying the shirts?

Alex’s answer to the word problem is $29. Is Alex’s answer reasonable? Circle YES or NO.

YES NO

Explain your choice using estimation.

9. Which expression could be used to find the value of 365 + 159?

a) 3 + 1 + 6 + 5 + 5 + 9
b) 30 + 10 + 60 + 50 + 5 + 9
c) 300 + 100 + 60 + 50 + 5 + 9
d) 300 + 100 + 6 + 5 + 5 + 9

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:_________________________________________________ Date:_________
Grade 3
Unit 2 Assessment: Multiplication

1. Which equation best represents the word problem?

Word Problem: Tim has 5 baskets of apples. Each basket has

8 apples. How many apples does Tim have
in all?

a.
b.
c.
d.

2. John is planting 6 rows of flowers, putting 9 flowers in each row. He states that he will
have 63 total flowers. Do you agree or disagree? Explain why.

3. Write the equation that the word problem below describes, but do not solve the problem.

Word Problem: There are 9 classrooms with 4 tables in each

classroom. How many tables are there in
all?

4. Which number makes the equation true?

5. What is the product of 40 and 5?

6. Which expression has a value of 320?

a.
b.
c.
d.
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

7. Jenelle doesn’t know all the multiplication facts. Which two could Jenelle use to help
find ?

b) 3

c) 8

d) 8 groups of 3 ones

e) 8 groups of 3 tens

8. Which two statements can be represented by the expression ?

a. The teacher puts 2 chairs at each of 6 tables.

b. Tom buys 2 red markers and 6 black markers.

c. Joan shares 6 marbles equally among 2 friends.

d. There are 2 rows of flowers. There are 6 flowers in each row.

9. Two students explained how they found the product using different methods.

Jamar’s Method Anita’s Method

2 times 3 is 6, and 6 The product of 3 and 5 is 15,

times 5 is 30. and the product of 2 and 15 is
30.

Part A: Explain why both methods are correct.

Part B: Show another way to find the product using a different way of thinking from
Jamar’s or Anita’s method.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:______________________________________________ Date:_______
Grade 3
Unit 3 Assessment: Applications of Multiplication

1. Shirley needs 3 pieces of rope for a project. Each piece of rope must be 12 feet long. How
much rope does Shirley need for the project altogether?

Use a drawing or an array to show your work.

2. Tina uses 7 beads to make a bracelet. She made 4 bracelets. How many total beads did
she use?

Write an equation to solve the problem.

3. Kia gave 9 marbles to each of her 3 friends. What is the total number of marbles Kia gave
to her 3 friends?

Write an equation to solve the problem.

4. A rectangular array has a length of 4 units and a width of 2 units. Draw the array and find
its area. Explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. What is the area, in square units, of the rectangular array shown below?

= 1 square unit

Area = _________________

Write the lengths of the sides of the array.

Width = ________________

Length = _______________

Explain how the width and length relate to the area.

6. Draw and label two possible rectangular arrays with an area of 20 square units.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Find questions 7-9, find the area of the plane figures.

Area = _________ square units

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. A rectangle is formed by bending a wire that is 32 centimeters long. The length of the
rectangle is 12 centimeters. What is the width, in centimeters, of the rectangle?

a. 2 b. 4 c. 6 d. 8

11. The figure below shows the outline of the floor of Rita’s house. What is the perimeter of
the floor of the house?

Answer: Perimeter = _________________ units

12. Part A: Fill in the blanks below.

The area of the figure above is _______ square units, and the perimeter is
_______ units.

Part B: Draw a rectangle on the grid below that has the same area as the rectangle in Part
A but has a different perimeter.

What is the perimeter of the new rectangle?

Answer: Perimeter = _________ units

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

13. Part A: Draw a figure in the grid below that has 3 rows of squares with 6 squares in each
row. What is the area, in square units, of the figure?

Answer: Area = __________ square units

Part B: Explain how the area of the figure drawn above could be calculated without
counting the small squares?

14. The rectangle above is partially filled with square tiles.

Explain how the area of the rectangle above can be found without
counting the rest of the square tiles that would be needed to fill the rectangle.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. Which of the following equations represents the total area of the shaded region shown
below?

a. Area = 3  2  5
b. Area = 3  2  5

c. Area = 3   2  5 

d. Area = 3   2  5 

16. Which of the following gives the area, in square units, of the figure below?

a. 32  4 4

b. 32  73

c. 36  4 4

d. 37  47

17. The figure below represents the floor plan and dimensions of a school auditorium and
stage. What is the area, in square yards, of the figure below?

Area: __________________ square yards

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

18. Derek tiles a path that is 1-foot wide on each side around a pool, as shown by the diagram
below. The area of each tile is 1 square foot. Which of the following will be the total area
of the path?

a. 4 square feet b. 20 square feet

c. 24 square feet d. 112 square feet

19. Parker plays a ball game. He gets 7 points each time her ball hits a target. If she hits the
target at least 5 times in a row, she gets an extra 25 points.

What is the total number of points Parker gets if she hits the target 5 times in a row?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:_______________________________________________ Date:__________
Grade 3
Unit 4 Assessment: Division

1. Dan has 28 marbles in his collection. He wants to share them equally among 4 boxes.
Write an equation that uses division to show Dan will put 7 marbles in each box. Explain
your reasoning using words or a drawing.

2. Which word problem represents the equation ?

e. Jack had 49 stickers. He gave Sally some of his stickers. Jack had 7 stickers
left. How many stickers did Jack give Sally?

f. Jane made 49 paper flowers. Jane asked her friend to make 7 flowers for her.
How many flowers do Jane and her friend have altogether?

g. Johnny asked 7 friends to each pick 49 flowers from a field. How many flowers
do Johnny’s friends have altogether?

h. Jamila gave a total of 49 pencils to 7 friends. She gave an equal number of

pencils to each friend. How many pencils was each friend given?

3. What number makes the equation true?

4. Two equations are show below.

Which number makes both equations true?

5. Write a multiplication equation that could be used to find .

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Ken knows that . Write the numbers 4, 6, and 24 in the boxes below to give a
related division equation.

7. Sam ran 21 miles total on Friday, Saturday, and Sunday. He ran the same number of
miles on each day. How far did Sam run on Friday? Use a drawing or an array to show
your work.

8. An electronic game has 35 spaceships arranged in equal rows of 5 spaceships. How

many rows will there be? Write an equation to solve the problem.

9. Bill buys 6 packages of stamps. Each package has 6 stamps. Bill share the stamps equally
among himself and 3 friends. What is the total number of stamps that Bill and each of three
friends receive?

10. Which three statements can be represented by the equation ?

a) Jake makes 24 muffins. He gives away 4 muffins.

b) Colin has 24 toy trucks. He sorts them into groups of 4 trucks each.

c) Sally has 24 trading cards. She puts them into piles containing 4 cards each.

d) RoseMary puts 24 stickers in each book. She uses enough stickers to fill 4
books.

e) Steven fills a new bookshelf with 24 books. He puts the same number of books
on each of the 4 shelves.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:_________________________________________________________ Date:__________
Grade 3
Unit 5 Assessment: Fractions

1. A whole is divided into 8 equal parts. Draw a diagram and write a fraction that represents
3 parts of the whole.

2. Cara needs of a cup of flour to make muffins. She will measure the flour using a -cup
scoop. How many times will Cara need to fill the -cup scoop in order to measure of a
cup of flour?

3. Jenny cut her jump rope into 3 pieces that are the same length. The length of one piece of
rope is what fraction of the length of the jump rope? Draw a diagram to show your
answer.

4. Which of the following could be used to show ?

a. b.

c.
d.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. Show how to cut the apple pie into 4 equal slices.

What fraction represents one slice? __________

6. The chocolate bar is made of smaller rectangular pieces that are equal in size. Write a
fraction to represent one of the smaller pieces of the chocolate bar.

_____________

7. Mark the number line to show . Label 0 and 1 on the number line.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

8. The point on the number line below represents the fraction . Locate and label and 1 on
the number line.

9. The point on the number line represents what fraction?

10. Use the number line below to mark the fraction that has a denominator of 8 and is
equivalent to . Be sure to label 0 on the number line.

11. Are the fractions and equivalent? Circle yes or no.

Yes No

Use the number line to show why your answer is correct.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. Write two equivalent fractions that are represented by the point on the number line.

Fraction A: __________________

Fraction B: __________________

13. Circle of the counters.

Explain why the grouped counters represent of the whole group.

14. Which hexagon has a shaded part that represents a fraction that is equivalent to ?

a. b.

c. d.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. Nina has a garden fence with 8 fence boards of equal size.

Part A: Shade the fence boards that represent of the fence above.

Part B: What fraction equivalent to is shown by the fence boards you shaded in Part A?

#17-20: Which symbol belongs in the box to make a true comparison? (use <, =, or >).
Write your answer in the box.

2 2 4 5
17. 18.
5 8 10 10

3 3 5 6
19. 20.
5 6 6 6

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Write each fraction from the box below in the correct column.

8
8

1 2 3

22. Which figure below is not a quadrilateral?

a. I

b. II

c. III

d. IV

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

23. Which of the figures below have both of the properties listed? List all that have both
properties.

Properties: 1) All side lengths appear to be equal.

2) The figure is a quadrilateral.

Answer(s): ___________________________________________________________

What is the name of one of the quadrilaterals chosen?

__________________________________________________

24. Which three comparisons are true?

b)
8

c)
8

d)
8

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

25. Draw a polygon on the dotted grid below that meets both of the following properties.

The polygon
 is a rectangle
 has all sides of equal length

List 2 other names for the rectangle drawn.

____________________________________

26. Select three fractions which make the comparison true.

A. B. C. D. E.
8

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

27. A diagram shows the contents of each cubby of a toy bin.

Action
Balls Legos Legos
Figures

Board
Balls Balls Legos
Games

Select three statements that are true.

a) There are balls or Legos in of the toy bin.

b) Action figures are in of the toy bin.
8
c) Board games are in 8 of the toy bin.
d) Each cubby is of the toy bin.
8
e) There are Legos in of the toy bin.
f) Balls are in 8 of the toy bin.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name:_________________________________________________________ Date:__________
Grade 3
Unit 6 Assessment: Data

Use the clocks below to answer question #1.

Departure Time: _ Arrival Time: __

1. Aja got on the school bus at 7:15 A.M. It took 37 minutes to get to school. What time did
she arrive at school?

2. Pablo took a trip from New York to Florida. His plane left New York at 10:30 A.M. and
arrived in Florida at 1:00 P.M.

How long, in minutes, was Pablo’s flight? Use the number line below to help answer the
question.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3. The table below shows Jennifer’s schedule each school day. School begins at 8:30 A.M.
with reading class. Use the clock below to help find the time that Jennifer’s lunch begins.

JENNIFER’S SCHOOL SCHEDULE

ACTIVITY AMOUNT OF TIME
Reading 1 hour
Art 45 minutes
Math 1 hour and 15 minutes
Lunch 30 minutes
Gym 45 minutes
Science & Social
2 hours and 20 minutes
Studies

____________________

4. Marcus compares the amount of water in the two containers with the amount of milk. He
says the amount of water is greater than the amount of milk.

Is Marcus correct? Circle yes or no. Yes No

Show your work and explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. Ali put books on one scale and a pumpkin on another scale.

Weight of books: _ Weight of the pumpkin:

Which of the following statements are true? For each statement, put a check in the oval
to choose true or false.

True False
The mass of the pumpkin is 4 kilograms more than the mass of
the books.
The mass of the pumpkin is 33 kilograms more than the mass of
the books.
The mass of the pumpkin is 4 times the mass of the books.

The mass of the pumpkin is 33 times the mass of the books.

6. Sing Li had 120 baseball cards. After Sing Li bought 50 more cards, Sing Li had 35 more
cards than Ray. Which of the following equations shows how to find the number of cards
that Ray has?

n is the number of cards Ray has.

a. n  120  50  35

b. n  120  35  50

c. n  120  50  35

d. n  120  50  35

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. There are 51 books on a bookshelf. There are 7 books on the top shelf. There are 4 lower
shelves that each have the same number of books. How many books are on each lower
shelf? Show your work.

8. The table shows the number of times Maria did each activity during summer vacation.

Activity Number of Times

Camping 12
Amusement Park 6
Movie 18
Sleepover 21

Part A: Make a scaled bar graph to represent the data in the table.

____________________________________________

_______________________________________

Part B: How many more times did Maria see a movie than go camping? _____________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. The students in Ms. Grazer’s third-grade class voted on their favorite ice cream flavors.
The votes are shown in the scaled picture graph below.

Part A: Which flavor received twice as many votes as vanilla received?

Part B: Which two flavors together received the same amount of votes as chocolate
received?

10. Use a ruler to measure to the nearest fourth of an inch the objects shown on the next
page. Record your measurements in the table below. * Use the line below each picture
to find the measurement.

Object Measurement (inches)

Small paper clip

Paper clip

Glue stick

Sticky note

Binder clip

Pencil sharpener

Tack

Pushpin

Roll of tape

Eraser

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. Students planted seeds and measured how tall the plants had grown after 30 days. The
heights, in inches, of the plants are shown in the tables below. Make a lineplot for the
plant heights.

Student Height (inches) Student Height (inches)

3 1
Nathan 1 Daniel 1
4 2
Tom 1
3 Anna 2
2
1 3
Paula 2 2
2 Hunter
4
Steve 2 1
Nicole 1
4
1 3
Linda 2 Leon 1
2 4
1
Frank 1
4 Olivia 2
3
Alex 1 1
4 Aisha 2
2

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. Mr. Connolly delivers packages. The bar graph shows the total number of packages that
he delivered on five days last week.

Part A: What is the total number of packages Mr. Connolly delivered on Monday &
Tuesday?

Part B: How many more packages did Mr. Connolly delivery on Monday & Tuesday
than he did on Thursday & Friday?

13. On a farm, there is a large storage tank that holds water.

Part A: Each day in May, 60 liters of water are used on the farm.

What is the total amount of water, in liters, used on the farm in 7 days?

Part B: The storage tank holds 500 liters of water when full. During the first five days in
January, after the tank was filled, 386 liters of water was used on the farm.

What is the amount of water, in liters, that remains in the tank after those five days?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________________________ Date: _

Grade 4
Unit 1 Assessment: Application of Operations with Whole Numbers

1. Which of the following is NOT equivalent to 8  7  56

a. 56 is 7 added to itself 8 times.

b. 56 is 8 multiplied 7 times.
c. 56 is 7 times as many as 8.
d. 56 is 8 times as many as 7.

2. Use the equation 72  8  9 to complete the following statement.

72 is 8 times as many as and 9 times as many as .

3. Write a multiplication equation that is equivalent to the verbal statement below.

Verbal statement: 48 is 8 times as much as 6

4. Raja worked 40 hours per week for 4 weeks. Frank worked half the amount of time Raja
worked. How many hours did Frank work during the 4 weeks? Show your work.

5. The students in the fourth grade sold 684 erasers for a fund-raiser. They sold 4 times as
many erasers as the students in the fifth grade. How many erasers did the students in the
fifth grade sell?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. The workers at a farm collected 837 chicken eggs and 9 duck eggs. The number of
chicken eggs collected was how many times the number of duck eggs collected?

7. Eight buses are available for a class trip. Each bus can seat 56 students. The letter n
represents the number of students that can go on the class trip. Which equation can be
used to find n ? Put a check mark in the oval if the equation can be used.

a) 56  8  n

b) 8  n  56

c) n  8  56

d) n  8  56

e) 56  8  n

8. A school auditorium has 32 rows of seats. Each row has 15 seats. The letter k represents
the total number of seats. Write an equation that can be used to find k.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. Write an equation with a variable that could be solved to find the answer to the word
problem below. Do not solve the word problem.

Word problem: There are 133 paper cups at a party, and that is 7 times the number
of people at the party. How many people are there?

10. Represent the word problem below by writing an equation with a variable. The variable
should represent the number of trees that Mr. Wong’s students planted. Do not solve the
word problem.

Word problem: The students in Ms. Shah’s class planted 4 more trees than the
students in Mr. Wong’s class planted. Ms. Shah’s students planted
36 trees. What is the number of trees that Mr. Wong’s students
planted?

11. Write an equation with a variable that could be solved to find the answer to the word
problem below. Do not solve the word problem.

Word problem: The number of absences at Smith School was 37 more than the number
of absences at Palmer School. There were 128 absences at Palmer
School. How many absences were there at Smith School?

12. A group of students picked up 4 bags of litter in a park. Each bag contained n pieces of
litter. The students collected 120 pieces of litter in all. Which equation can be solved to
find the number of pieces of litter in each bag?
a. 4  n  120

b. 4  120  n

c. 4  n  120

d. 4  n  120
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

13. Four cousins collected bottle caps for a school fund-raiser. Adam, Selina, and Fiona
counted the number of bottle caps they collected, as shown in the table below. Darius did
not count his bottle caps. They all placed their bottle caps in a pile on the teacher’s desk.
The teacher counted 2,000 bottle caps in all.

Student Number of Bottle Caps

Adam 367
Selina 922
Fiona 442

Let the number of bottle caps that Darius collected be represented as n. Write an
equation that could be used to find n. Do not solve the equation.

14. Jenny decides to buy two cans of juice for each guest she has invited to a party. She buys
the cans and puts 21 cans in each of 4 rooms in her house. Represent the number of
invited guests with the letter g and write an equation with g that could be solved to find
the number of invited guests.

15. which number is a prime number?

a. 21

b. 39

c. 43

d. 49

16. Is 57 a prime or composite number? Explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. Put a check mark in the oval to indicate whether the number is prime or composite.

Number Prime Composite

18. List all the factor pairs for 72.

19. The number 64 is a multiple of which of the following numbers?

a. 9

b. 8

c. 6

d. 3

20. Which number is a multiple of 7?

a. 1

b. 17

c. 63

d. 89

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

In questions 21-23, use a letter to represent the unknown, and then write an equation and use it to
solve the word problem.

21. Brooke read 3,237 pages during the fourth grade. She read 8,421 pages in fourth and fifth
grades combined. How many pages did Brooke read in fifth grade?
Write an equation using a letter to represent the unknown.

Use your equation to answer the question.

22. Lane rode his bike 340 miles in April. In May he rode his bike 100 miles more than in
April. Lane rode a total of 960 miles in May and June. How many miles did Lane ride in
June?

Write an equation using a letter to represent the unknown.

Use your equation to answer the question.

23. Kyle swam 40 minutes on Monday, 20 minutes on Tuesday, and 30 minutes on

Wednesday. Over the same days, Lavar swam for a total of 20 minutes less than Kyle.
What is the total amount of time, in minutes, that Lavar swam?

Write an equation using a letter to represent the unknown.

Use your equation to answer the question.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

24. Four teachers offer an afterschool chess club. The table shows the number of students
who joined.

Part A: The teacher will divide the total groups of students who joined into teams of no
more than 6 students.

What is the least number of teams that will include all students?

Part B: The chess club started with 18 chess sets. The teachers ordered 3 cases of 15
chess sets. They will divide the total number of chess sets so that each teacher receives
an equal number. Then, they will give any extra sets to the school library.

What is the greatest number of chess sets each of the four teachers should get?

25. A team runs a race. There are four people on the team, and each person runs the same
distance. The teams runs a total distance of 5,280 feet.

What is the distance that each person runs?

26. Haley has 272 beads. She buys 38 more beads. She will use 89 beads to make bracelets
and the rest to make necklaces. She will use 9 beads for each necklace.

What is the greatest number of necklaces Haley can make?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

27. Select the three choices that are factor pairs for the number 28.
a) 1 and 28
b) 2 and 14
c) 3 and 9
d) 4 and 7
e) 6 and 5
f) 8 and 3

28. Which two equations represent the statement “48 is 6 times as many as 8”?
Select the two correct answers.
a)
b)
c)
d)
e)

29. Circle each number that is a multiple of 8.

1 2 4 8 20 24 36 58 64 80

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: __________________________________________ Date:

Grade 4
Unit 2 Assessment: Place Value

1. Carla wrote this number: 814,247

Travis wrote this number: 638,571

The digit 8 in Carla’s number represents how many times what the digit 8 represents in
Travis’ number?

1 1
a. 10 b. 100 c. d.
10 100

2. Write a number that uses the same 6 digits as 901,735 but where the digit 3 represents
10 times what it represents in 901,735.

For questions 3-6, which symbol belongs in the box to make a true comparison? (use <, =, or >).
Write your answer in the box.

3. 1,035 1,305

4. 2,000 + 300 + 10 + 5 3,000 + 200 + 30 + 7

5. Twenty-seven thousand, four hundred ninety 20,000 + 7,000 + 400 + 10

6. Nine hundred ninety nine thousand, eight hundred ninety nine 999,900

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For questions 7-8, fill in the missing digit in the blank in each number that will make each
statement true.

7. Four hundred twenty-six thousand, seven hundred nine = 426,7__9

8. 835,__14 > Eight hundred thirty-five thousand, eight hundred fourteen

9. Which number when rounded to the nearest ten thousand has a value of 290,000?

a. 286,314
b. 298,947
c. 281,769
d. 295,986

10. Round 759,048 to the nearest hundred thousand.

11. Circle the numbers below that have a value of 950,000 when rounded to the nearest ten
thousand.

944,806 953,782 956,270 945,867 947,603

12. The area of a building is 709,650 square feet. What is this number rounded to the nearest
thousand square feet?

a. 700,000
b. 709,000
c. 709,700
d. 710,000

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

13. The number 234 is multiplied by 10. In the resulting product, the number 2 is in

the _________________________ place. And the value of this digit is

______________.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________________________ Date: _

Grade 4
Unit 3 Assessment: Multi-Digit Operations

In questions 1-4, use the standard algorithm to add or subtract.

1. 2,746  23, 694 3. 92,318  23, 027

2. 62,114  49,586 4. 4,591  1, 985

5. Which expression is equal to 3, 452  6 ?

a. 2, 000  6  300  6  40  6  5  6

b. 2, 000  6  400  6  30  6  5  6

c. 3, 000  6  400  6  50  6  2  6

d. 3, 000  6  500  6  40  6  2  6

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Maria was asked to multiply 23 by 18. She showed the following work.

23 Draw an area model and use it to explain how Maria got her answer.
 18
200
160
30
 24
414

7. Marbles are arranged in an array that has 318 columns and 7 rows. How many total
marbles are in the array?

8. Find 42  25. Show your work.

9. Find the quotient of 288  4.

10. A rectangular array of cabbage plants in a field has 6,489 plants arranged in 9 rows. How
many columns are in the array? Explain your reasoning.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. Find 708  6.

In questions 12-14, use the standard algorithm to add or subtract each.

12. 2,346  1,768  13. 34,234  27,318 

14. 284,395  567, 095 

15. How many square inches of felt is needed to cover the top of a rectangular table that
has a length of 92 inches and a width of 46 inches? Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. Mo bought a rectangular piece of carpet for his living room, which has an area of 96
square feet. The length of his rectangular living room is 12 feet. What is the width, in
feet, of Mo’s living room? Show your work.

17. Kim’s back yard is in the shape of a rectangle and has an area of 4,000 square meters.
Kim wants to walk around the outside of the yard to exercise. She measures the width
of the yard and finds it to be 20 meters. If Kim walks around the outside of the yard
once, how many meters has she walked? Show your work.

18. Mr. Bruno ordered 78 pencils for the students in his class. He ordered enough pencils
for each student to have exactly 3 pencils. How many students are in Mr. Bruno’s class?

Use a letter to represent the number of students in Mr. Bruno’s class. Write an equation
and use it to solve the word problem.

19. A group of 5 friends has a total of 74 marbles. Each of the friends is given an equal
number of marbles and there are 4 marbles left over. How many marbles did each
friend get?

Use a letter to represent the number of marbles each friend got. Write an equation and use
it to solve the word problem.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

20. Leah scored 26 points in a basketball game. She made 7 baskets worth 2 points each,
and she also made some baskets worth 3 points each. How many 3-point baskets did
Leah make in the game?

Use a letter to represent the number of 3-point baskets Leah made. Write an equation and
use it to solve the word problem.

21. Mr. Feldman ordered 35 boxes of granola bars. Each box contained 24 granola bars.
What is the total number of granola bars that he ordered?

22. Mr. Soto’s bicycle weighs 30 pounds. Mr. Soto’s car weighs 90 times as much as his
bicycle. What is the weight, in pounds, of Mr. Soto’s car?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

23. A garden contains only beans plants and tomato plants. There are 5 rows of bean plants
and 6 rows of tomato plants. Each row of bean plants has 13 plants. Each row of
tomato plants has 16 plants.
What is the total number of plants in the garden?

24. A table shows the number of computer sold at a store in three different months.

Month Number of Computers

January 6,521
February 2,374
March 2,498

Part A: What is the total number of computers sold at the store in three months?

Part B: How many more computers were sold at the store in January than in both
February and March combined?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________________________ Date: _

Grade 4
Unit 4 Assessment: Fractions

1. Fill in the missing numbers in the boxes below to make equivalent fractions.

1 2
 
10 100

2
2. Which is an equivalent fraction for ?
3

1 2 4 3
a. b. c. d.
2 6 6 2

2 4
3. Draw a model and use it to explain why is equivalent to .
5 10

4.
4
The 24 counters below are arranged in groups of 4 to show that of the total number
6
of counters are black. Arrange the 24 counters in groups of a different size to show
4
another fraction that is equivalent to .
6

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3
5. Ms. Lucas drew the model below for .
4

3
Then she asked her students to find a fraction that is equivalent to and draw their own
4
model for that fraction.

For each model below, choose Yes or No to indicate whether the shaded portion
3
represents a fraction that is equivalent to .
4

 Yes  No

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Which symbol (<, =, or >) belongs in the box below to make a true comparison? Write
your answer in the box.

2 1
3 4

Draw a picture and use it to explain your answer.

7. Name the fraction that represents each shaded region.

_____________________ ___________________

Which is greater, the fraction of Figure A that is shaded or the fraction of Figure B that is
shaded? Explain your response.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

8. Write the two numbers in the boxes to make a true comparison.

Use 3 and 10. 2 4

9. Shade a fractional part of each drawing. Write the fractions in the comparison to make it
true.

2
10. Is each sum equivalent to 2 ? Put a check mark in the oval to select yes or no.
5

Yes No

2 2

5 5

5 5 1 1
  
5 5 5 5

5 5 5 5 1 1
    
5 5 5 5 5 5

5 3 4
 
5 5 5

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5
11. Write an equation to show as a sum of two or more fractions.
8
Draw a model that represents the equation.

Equation: __________________________________

Model:

5
12. A pizza was cut into 6 equal slices. Andrew and Robert will share of the pizza.
6

Use fractions to write two different ways that Andrew and Robert could share the pizza
between them. They do not each get the same amount.

A: __________________________

B: __________________________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

In questions 13-16, add or subtract each. Write answers as proper fractions or mixed numbers.
Show all work that leads to your answer.

5 1 7 1
13. 2 4  14. 5 4 
6 6 12 12

3 3 3 7
15. 2   16. 9 4 
4 4 10 10

11 3
17. In two weeks a flower grew of a foot. The first week it grew of a foot.
12 12

How much did the flower grow in the second week? Show your work with a model or
expression.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

18. Train A and train B left a train station at the same time and headed in the same direction.
1 7
After five minutes, train A was 5 miles from the station and train B was 2 miles
10 10
from the station.

How much farther from the station is train A than train B? Show your work with an
equation or a model.

19. The students in a study group each measured the thickness of their math notebooks.
The results are shown in the lineplot below.

If the students stack their notebooks one on top the other, what will be the total thickness
of the stack?

7 3 1 7
a. 1 inches b. 2 inches c. 2 inches d. 2 inches
8 8 2 8

20. The table shows the lengths, in inches, of the shoes of the students in Lisa’s class.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Part A: Make a lineplot of the data. Be sure to include labels.

Part B: What is the difference between the length of the longest shoe and the length of the
shortest shoe?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. The rectangle is divided into 8 equal sections.

Jodi colors 4 sections. Then she colors 3 more sections.

Which two of these represent the fraction of the rectangle that Jodi colors in all?
Select the two correct answers.

a)
8 8

b) 4 + 3

8 8
c)

d)
8

e)
8 8 8 8 8 8 8

22. Select the correct symbol to complete the comparisons (<, =, >).
8
a) b) c)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________________________ Date: _

Grade 4
Unit 5 Assessment: Extending Fractions

1 7
1. Use the number line below to show which whole number can be multiplied by to get .
8 8

2. Each circle in the model below represents one whole.

Write a product to represent the shaded parts shown in the model.

Product: ____________________________

2
3. Which of the following fraction models can be used to show 3  ?
5

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

2
4. What is the value of 3  ? ________________
5

1
5. Holly gives cup of cat food to each of her 4 cats every morning.
3
How much food does Holly need each morning to feed her 4 cats?

Part A: Draw a model for the problem.

Part B: How much food does Holly need each morning to feed her 4 cats?

1
6. The label on a box of cookies states that one serving is of the box.
8
Each of the 6 people in a family ate one serving of the cookies.

What fraction of the box of cookies did the family eat?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
7. The distance of one lap around a track is mile. Casey ran 12 laps.
4

Part A: Write an expression that can be used to find the total number of miles that Casey ran.

Part B: How many miles did Casey run? Show your work.

8. Ryan makes 6 backpacks. He uses yard of cloth to make each backpack.

What is the total amount of cloth, in yards, Ryan uses to make all 6 backpacks?

9. Which expression is equivalent to ?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. Each student in class chose one sport to play. The table shows the fractions of all students
who chose each sport.

Sport Fraction of all Students

Soccer

Football

Hockey

Basketball

Part A: Create and equation to show the number of students who chose to play either soccer
or basketball.

Part B: Solve your equation above. How many students chose to play either soccer or
basketball.

11. Sean buys 5 packages of fish. There is pound of fish in each package.
8

Part A: What is the total weight in pounds, of fish that Sean buys?

Part B: Sean cooks 1 package of the fish. He eats 8 pound of the fish from the package.

What is the total weight on pounds, of the cooked fish that is left after Sean eats 8 pound?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. The model shows a hallway in Clark’s House

? meters

meters

Part A: The perimeter of the hallway is meters. What is the width, in meters, of the
hallway.

Part B: Clark’s family adds a closet that shortens the length of the hallway by meter.
What is the new perimeter, in meters, of the hallway?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________________________ Date: _

Grade 4
Unit 6 Assessment: Decimal Notation for Fractions

1. Complete the missing amounts in the following table so that the two measurements are
equivalent.

Measurement Measurement

1 ft _______ in

1 kg _______ g

1 hr _______ min

1L _______ mL

2. Jake wants to find the value of .

Part A: What fraction can Jake write that is equal to and has a denominator of 100?

Part B: Show how you can use the fraction from Part A to find the value of .

7 11
3. Kelly finds  . Her work is shown in the box below.
10 100

Since the two fractions have different denominators, I wrote with a

denominator of 100. , so I added .

Kelly’s work contains an error. State the error that Kelly made. Show how to find
7 11
 correctly.
10 100

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For questions 4–6, add the fractions. Write each sum as a fraction with a denominator of 100.

2 43 8 6
4.   5.  
10 100 10 100

84 6
6.  
100 10

7. Howard placed 100 pennies in a pile. He removed 48 pennies from the pile.

Part A: Write a fraction to represent the part of the pile of pennies that Howard removed.

Part B: Write a decimal to represent the part of the pile of pennies that Howard removed.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

8. Complete the table below with the decimal number that is equal to each fraction.

Fraction Decimal Number

18
100
3
10
7
100
76
100

9. Use the picture below to complete Part A & Part B.

Part A: Write a fraction that represents the shaded part of the large square.

Part B: Write a decimal number that represents the shaded part of the large square.

10. The mass of one green block is 450 grams. The mass of one yellow block is 0.7
kilograms.

Part A: Which block has a great mass? How much greater is the mass, in kilograms?

Part B: What is the total mass, in kilograms, of 3 green blocks and 2 yellow blocks?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. On the first day of summer, the height of a plant was 9 inches. At the end of the
summer, the height of the plant was feet.

The height of the plant at the end of the summer is how many times the height of the
plant at the beginning of the summer?

12. Jeff spends hours playing computer games. His younger sister spends 45 minutes
playing computer games. How many more minutes does Jeff spend playing computer
games than his sister spends?

13. The length of a desktop is 4 feet. How many inches is the length of the desktop?

14. The Amazon River is about 6,516 kilometer long. The Mississippi River is about 3,775
kilometer long.
What is the difference, in kilometers, between these two lengths?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. Jordan places two boards end to end to make on shelf. The first board is meter long.
The second board is meter long.

Part A: What fraction is equivalent to and has a denominator of 100?

Part B: What is the total length, in meters, of the two boards?

16. Select the correct symbol for each to compare the measurements (<, =, >).

a) 0.4 meter 0.04 meter

b) 0.3 meter 0.05 meter

c) 0.65 meter 0.61 meter

17. The area of the rectangular sandbox at Dave’s school is 108 square feet. The sandbox
has a width of 9 feet as shown in the diagram.

What is the length of the sandbox?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

18. Complete each statement using >, =, or < to compare each pair of decimal numbers.

a) 0.07 0.7

b) 4.3 4.30

c) 6.42 6.8

d) 0.98 0.89

19. Daniel says that 0.62 is greater than 0.8 since 62 is greater than 8.

Is Daniel correct? ____________

Use the grids below to create visual models to help explain your answer.

20. Rodrigo draws the two models shown below. He says that based on his models, 0.3 is
greater than 0.4 since the amount of area shaded in the square on the left is greater
than the amount of area shaded in the square on the right. Is Rodrigo’s thinking
correct? Explain.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________________________ Date: _

Grade 4
Unit 7 Assessment: Geometry

1. Complete the table below by filling in the missing values of B using the rule “add 15”.

A B
11 26
12
13
14
15

What pattern do you see in the sequence of numbers in the B column?

2. The first six terms of a sequence of symbols are shown.

What symbol will be the 10th symbol?

3. Every second, a security camera turns 1 clockwise and takes a photograph.

The camera does this for 75 seconds.

What is the total measure, in degrees, of the angle turned by the camera?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. The figure below shows a circle where the center is the common endpoint of two rays.
1
The shaded arc is of the whole circle.
12
What is the measure, in degrees, of the angle formed between the two rays?

5. Sunila described a number pattern below.

 The starting number is 13.

 The rule is to add 5.

Part A: Fill in the blanks below with the first six numbers in the number pattern that
Sunila described.

___, _, _, _, _, ___

Part B: Describe one thing you notice about the pattern.

6. The figure below shows trapezoid RSTU.

a) Name one right angle in trapezoid RSTU.

______________

b) Name one acute angle in trapezoid RSTU.

______________

c) Name one obtuse angle in trapezoid RSTU.

______________

d) Name one pair of parallel line segments in trapezoid RSTU.

______________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

e) Name one pair of perpendicular line segments in trapezoid RSTU.

______________

7. Draw and label lines AB and CD intersecting at point B.

8. Ray FE is given below. Draw ray FG so that angle EFG is an obtuse angle.

9. The measure of angle NOP is 140. What is the value of x ?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Use the figures shown below to answer questions 10–12.

10. Circle all of the figures above that appear to have at least one pair of parallel sides.

11. Shade all of the figures above that have at least one right angle.

12. Put an “X” through all of the figures above that do not have an obtuse angle.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Use a protractor for questions 13–15.

13. What is the measure of the angle below?

14. Ray KL is given below. Draw ray KM so that angle LKM measures 165.

15. A scale drawing of the front view of a house is shown below.

a) What is the measure of angle 1 ? _______________

b) What is the measure of angle 2 ? _______________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. The measure of angle GJH is 26. What is the measure of angle HJI ?

a. 64

b. 86

c. 116

d. 154

17. Kevin is seated in a swivel chair. He turns 71 clockwise and then turns 13
counterclockwise, as shown in the figure above.

How many degrees counterclockwise does Kevin need to turn to face his original
direction?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

18. Draw two lines of symmetry in the shape below.

19.

Arthur says that the dashed line shown is a line of symmetry of the rectangle.

Is Arthur correct? Explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

20. Which of the following shows a line of symmetry for the figure?

a. b.

c. d.

21. Which statement about angles is true?

a) An angle is formed by two rays that do not have the same endpoint.
b) An angle that turns through of a circle has a measure of 360 degrees.

c) An angle that turns through five 1-degree angles has a measure of 5 degrees.
d) An angle measure is equal to the total length of the two rays that form the angle.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________ Date:

Grade 5
Unit 1 Assessment: Understanding the Place Value System

1. Clyde wrote this number: 352.867

Sheila wrote this number: 589.021

The digit 8 in Sheila’s number represents how many times as much as the digit 8 in
Clyde’s number?
a. 10 times
b. 100 times
c. 1,000 times
d. 10,000 times

2. The place value of the 3 in 0.3 is how many times the place value of the 3 in 30 ?
Explain your answer.

1
3. Which of the following is a number where the digit 2 represents the value of the digit
10
2 in the number 1,947.5286 ?
a. 1.002

b. 49.2173

c. 342.3897

d. 1,947.5862

4. When 256 is multiplied by a positive power of 10 the number of zeros in the product is
related to the power of 10. Explain how the number of zeros relates to the power of 10.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. What will be the result when 345.61 is

a. divided by 10 :

b. divided by 102 :

c. divided by 105 :

Use place value to explain how the number 345.61 changes when it is divided by
a positive power of 10.

6. In the expression 852.763 ¸ 10? , supply the missing whole number that would result
1
in a number that is times the value of 852.763. Explain your reasoning.
1, 000

7. Place the 4 numbers below in the boxes to make the full inequality statement below true.
0.098, 1.001, 0.108, 1.02

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For questions 8-10, which symbol belongs in the box to make a true comparison? (use <, =, or >).
Write your answer in the box.

8. 49.02 forty-nine and nineteen thousandths

1
10. Thirty-two and six hundred five thousandths 3  10  2  1  7 
10

11. The table shows the lengths of 4 pieces of rope.

Rope Lengths
Length (in meters)
5.46
5.089
5.6
5.17

Write these lengths from shortest to longest.

12. What is 475.189 rounded to the nearest hundredth?

13. What is 0.5734 rounded to the nearest thousandth?

14. Sarina rounded a number to the nearest whole number and got 7. Which number could be
the number Sarina rounded to the nearest whole number?

a. 7.3782
b. 7.6581
c. 7.9275
d. 8.3497

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. What is 635.974 rounded to the nearest tenth?

16. The number 5.267 will be rounded to the nearest hundredth.

Between what two hundredths does 5.267 lie? Show these two values by placing numbers
in the boxes below the number line. Place a point on the number line to show 5.267.

Explain why your answer is correct.

17. Jason wrote this number: 91,458,237

Kylie wrote this number: 1,285,307

The digit 8 in Jason’s number represents how many times as much as the digit 8 in
Kylie’s number?
1
a. times
10

b. 1 times

c. 10 times

d. 100 times

18. Describe how the place value of the digit 6 in the number 0.068 is related to the place
value of the digit 6 in the number 0.68.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

19. Population of Fairview: 293,705

Population of Baytown: 935,172

Based on the populations given above, place a check mark in the oval to indicate whether
the statements about the populations of Fairview and Baytown are true or false.

True False
The place value of the digit 9 in the population of Fairview is 10
times the place value of the digit 9 in the population of Baytown.

1
The place value of the digit 7 in the population of Baytown is
10
times the place value of the digit 7 in the population of Fairview.

1
The place value of the digit 3 in the population of Baytown is
10
times the place value of the digit 3 in the population of Fairview.

20. Use the prices of the notebook and pencil below to fill in the blanks.

Price of notebook: $2.97

Price of pencil: $0.29

1
The value of the digit 2 in the price of the _____________________ is times the
10
value of the

digit 2 in the price of the _____________________.

The value of the digit 9 in the price of the notebook is ________ times the value of the
digit 9 in the price of the pencil.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Choose four numbers below to write into one of the boxes. When you are finished, the
number inside each box should match the number below the box when rounded to the
nearest hundredth.

5.025 5.079 5.103 5.117 5.066

5.108

5.07 5.08 5.10 5.11

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________ Date:

Grade 5
Unit 2 Assessment: Operations with Decimals

1. The grid below represents one whole.

Which of the following operations represents the part of the grid that is shaded?

a. 0.4 + 0.04

b. 0.4 – 0.04

c. 0.4 × 0.04

d. 0.4 ÷ 0.0

2. Use the grid below to find the missing number in the equation.

0.4  0.2  _____

3. What is 0.45  4.5 ? Show your work or explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. What is Show your work.

5. Which symbol (<, =, or >) belongs in the box below to make a true comparison? Write
your answer in the box.

0.3  0.1 0.3  0.1

Use shading on the grids below to explain your answer.

In questions 6-8, use the standard algorithm to multiply each. Show all work.

6. 809  17  7. 876  128 

8. 2,875  142 

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For questions 11–14, multiply using the standard algorithm. Show all work.

97 346
11. 12.
 73  15

73, 842 2, 419

13. 14.
 184  326

15. Which of the following equals 134.86  52.14 ?

a. (134.86  86)  (0.52  0.14)

b. (134  52)  (0.86  0.14)

c. (134  86)  (52  14)

d. (134  0.14)  (52  0.86)

16. What is the value of 618.42  27.59 ?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. Show how to use the grid below to model 0.6  0.3.

What is the value of 0.6  0.3 ? _______________

18. What is the value of 15.98  2.35 ? Show all work.

19. The table shows the three different ways that toy animals are packaged at a factory.

Package Type Amount in the Package

Bag 36 toy animals
Box 48 bags
Crate 18 boxes

Part A: What is the total number of toy animals in one crate?

Part B: One bag of toy animals weighs 12 ounces. What is the total weight, in ounces, of
the bags of toy animals in one crate?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For # 20-27, perform the operation.

20. 21.

22. 23.

24. 25.

26. 27.

28. A company sells phones. for $515.00 each.

Part A: The company sells each phone for $515.00. What is the total amount of money
the company earns from selling 856 phones?

Part B: The parts to build these phones cost $189.00 for each phone. What is the total
cost of parts to build 856 phones?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________ Date:

Grade 5
Unit 3 Assessment: Operations with Fractions

In questions #1-4, add or subtract each.

1.
8

3 2
5. Lou painted of his house in August, and he painted more of the house in
8 5
September.

1
Part A: Did Lou paint more or less than of his house in August and September?
2
Use estimation to explain how you know.

Part B: What fraction of his house did Lou paint altogether in August and September?
Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7
6. Sara and Harry are putting together a puzzle. Sara put together of the puzzle
12
7
pieces. Harry put together of the puzzle pieces. What fraction of the total
24
number of puzzle pieces has NOT been used?

5
7. Tom makes a cake for a class party. The recipe calls for cup of orange juice and
8
5
cup of water. Can Tom use a one-cup container to hold both the orange juice and
12
water at the same time? Explain your thinking.

8. For each description in the table below, place a check mark in the oval to indicate
whether the quantity is less than 1 or more than 1.

Description Quantity Less than 1 More than 1

4 pizzas shared equally Number of pizzas per

among 7 children child

5 packs of crayons shared Number of packs of

equally among 3 students crayons per student

30 boxes of pencils shared Number of boxes of

equally among 24 containers pencils per container

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. Draw a line to connect each fraction or mixed number to the division expression that
it equals. Not all division expressions will be used.

Fraction or Mixed Number Division Expression

3
▪ ▪ 23
14
▪ 43
3
▪ ▪ 34
4
▪ 11  4
3
2 ▪ ▪ 23  4
4
▪ 3  14

1
10. Ms. Johnson gives of 1 pizza to each of her 25 students.
6

Write a multiplication expression to represent the total number of pizzas Ms. Johnson
gives to her students.

How many pizzas does Ms. Johnson give to her students?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

On the figures below, shade the total number of pizzas Ms. Johnson gives to her
students.

3
11. A recipe says that cup of water is needed to make 1 loaf of bread. Which of the
4
following measurements represents the number of cups of water needed to make 8
loaves of bread?

2
a. 1 cups
4

3
b. 2 cups
4

c. 6 cups

d. 7 cups

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3
12. Which statement can be represented by the expression 7 ?
4

a. 4 parts of a whole partitioned into 3 equal parts added 7 times

b. 7 parts of a whole partitioned into 3 equal parts added 4 times

c. 4 parts of a whole partitioned into 7 equal parts added 3 times

d. 3 parts of a whole partitioned into 4 equal parts added 7 times

13. What is the area of the rectangle shown below? Show your work.

5 3
14. Part A: Find the area of a rectangle that has a length of unit and a width of
6 4
unit.

1
Part B: How many rectangles that have an area of square units will tile the
24
rectangle described in Part A?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. The grid below represents a square with a length of 1 unit and a width of 1 unit.
5 7
Outline a rectangle that has a length of units and a width of units.
8 8

What is the area, in square units, of the rectangle you outlined above?

16. In the expression below, n represents a whole number.

3
n
4
Select the statement below that describes the product. Put a check mark in the
oval to the left of the statement you select.

The product is
The product is The product is
equal to n.
less than n. greater than n.

Explain your choice.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
17. When is multiplied by a number less than 1, which of the following is always
4
true?

a. The product is greater than 1.

b. The product is equal to 1.

1
c. The product is less than .
4
1
d. The product is greater than .
4

18. Zara has two tables with rectangular tabletops. The length and width of each tabletop
is given below.

Length of Tabletop, in Width of Tabletop, in

Table
Yards Yards
1
Table A 2 1
4
7
Table B 2
8

Without calculating the areas of the two tabletops, explain how to compare the
area of the top of table A to the area of the top of table B.

19. Isabel lives mile from school. Janet lives miles from school.
How much farther, in miles, does Isabel live from school than Janet?

20. Jen makes a rectangular banner. It is yard long and yard wide.
What is the area, in square yards, of the banner?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Kurt drew a rectangular maze with a length of foot and a width of foot. What is
the area, in square feet, of Kurt’s maze?

22. Amar put of the money he earned raking leaves in the bank. He spent of the
money on a book.

Part A: Write an expression with common denominators that can be used to find the
difference between the fraction of money Amar put in the bank and the fraction he
spent on the book.

Part B: What is the difference between the fraction of money Amar put in the bank
and the fraction he spent on the book?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________________ Date:

Grade 5
Unit 4 Assessment: Measurement and Volume

1. A container in the shape of a cube is shown below. It takes 4 unit cubes to fill the length
of the container with no gaps and no overlaps.

What is the volume, in cubic units, of the container?

a. 64

b. 32

c. 16

d. 8

2. The right rectangular prism represented below is partially filled with 1-inch cubes with
no gaps and no overlaps.

What is the volume, in cubic inches, of the rectangular prism?

a. 27 b. 72 c. 81 d. 90

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3. Justin stacked unit cubes to completely fill the right rectangular prism represented below.

What is the volume, in cubic units, of the rectangular prism?

a. 48 b. 60 c. 80 d. 125

4. Which unit is best to use when finding the volume of water in an Olympic-sized
swimming pool?

a. Cubic millimeters

b. Cubic meters

c. Cubic inches

d. Cubic miles

5. Which unit is best to use to find the volume of a soccer ball?

a. Cubic meters

b. Cubic kilometers

c. Cubic millimeters

d. Cubic centimeters

6. Jonathan purchased a pair of men’s shoes and wanted to figure out the amount of space
inside the shoe box. Which is the best estimate of the amount of space inside the shoe
box?

a. 560 cubic millimeters

b. 560 cubic centimeters

c. 560 cubic inches

d. 560 cubic feet

Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

7. Which best represents an appropriate measurement of the amount of space inside a car?

a. 100 cubic inches

b. 100 cubic feet

c. 100 cubic yards

d. 100 cubic miles

8. A math teacher asked students to find the volume of the right rectangular prism
represented below. The prism is partially filled with 20 1-centimeter cubes with no gaps
and no overlaps.

The work of three students is shown in the table below. For each student, place a check
under Yes or No to indicate whether the student’s method is correct.

Student Method Yes No

Ali There are already 20 cubes in the box. It takes 14 more
cubes to fill the bottom of the box. Then it takes 29 cubes
to fill each of the next 4 layers. So the volume is
20  14  4  29 cubic centimeters.
Brooks I just figured out how many cubes it takes for the length
(6), the width (5), and the height (5) of the box and
multiplied them together 6  5  5 .

Carter The front of the box is 5 cubes by 5 cubes, or 25 cubes.

There are 6 faces of the box, so 25 cubes per face times 6
faces gives the volume.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. Joshua has a container in the shape of a right rectangular prism, as represented below. He
completely filled the container with 385 1-inch cubes and told his teacher that the
container had a volume of 385 cubic inches.

Show with words and/or numbers how Joshua could have found the volume of the
container without filling it with 1-inch cubes.

10. Anna has a right rectangular prism completely filled with 168 unit cubes.

Write the three numbers that Anna should multiply to find the volume of the prism.

, , and _

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. The right rectangular prism represented below is partially filled with 1-inch cubes with
no gaps and no overlaps.

What is the volume of the prism?

Show two different volume formulas that can be used to find the volume, and explain
how both formulas relate to counting the cubes in the bottom layer and multiplying that
value by the height of the prism.

12. The solid below is made from two non-overlapping right rectangular prisms. What is the
volume of the solid?

a. 28 b. 55 c. 66 d. 72

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

13. Kylie and Trevor made the right rectangular prism model shown below with 1-centimeter
cubes.

Kylie found the volume of the model by using a volume formula.

Trevor found the volume of the model by multiplying the number of cubes in one layer
by the number of layers, as shown below.

What is the volume of the model?

Use expressions, equations, and/or words to explain on the next page how the methods
that Kylie and Trevor used should result in the same volume for the figure.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Daniel stacked some 1-centimeter cubes together with no gaps and no overlaps to make the right
rectangular prism model shown below.

Daniel stacked additional 1-centimeter cubes on the model to make a new figure. The
total volume of the new figure is now 64 cubic centimeters. Which diagram could
represent the additional 1-centimeter cubes Daniel used to make the new figure?

a. b.

c. d.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. Richard made the figure shown below by combining two right rectangular prisms.
Richard found the total volume of the figure.

Which model has the same volume as Richard’s figure?

a. b.
a. b.

c. d.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________ Date:

Grade 5
Unit 5 Assessment: Applications of Fractions

In questions #1-4, add or subtract each. Write your answers as proper fractions or mixed
numbers.

2.
8

5. Maria had 9 liters of lemonade. She poured all of the lemonade into 6 pitchers so that
there was an equal amount in each pitcher. How many liters of lemonade did Maria pour
into each pitcher?

1 2
6. What is the area of a rectangle that has a length of 2 units and a width of 1 units?
3 3
Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4
7. Jocelyn has of her rectangular garden available for planting vegetables. She will plant
6
1
carrots in of the portion available for vegetables. Which of the following models
2
represents the fraction of the garden in which Jocelyn will plant carrots?

a. b.

c. d.

3
8. A recipe says that 1 cups of baking soda are needed to make 1 batch of a homemade
4
cleaning product, as represented below.

1
How many total cups of baking soda are needed to make 2 batches of the cleaning
2
product? Show all work needed to find your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3
9. A recipe says that 2 cups of flour are needed to make 1 batch of biscuits.
5

Part A: The figure below represents the number of cups of flour needed to make 1 batch
of biscuits.

Draw a figure to represent the total number of cups of flour needed to make 2 batches of
biscuits.

Part B: How many cups of flour are needed to make 2 batches of biscuits? Write your
answer as a mixed number.

1
10. Jessica has of a bag of dog food to divide evenly between her 2 dogs. What fraction of
3
the whole bag does Jessica give each of her dogs?

1 2 1 2
a. b. c. d.
2 3 6 6

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3
11. Jamie has of a pie left after a party. Shade the portion of the whole pie that is left in
4
the diagram below.

1
Aisha says that she will take of the pie that is left. Mark the pie above to
6
identify Aisha’s portion of the pie that is left.

1
12. Marisa will use of a piece of wood to make 3 shelves of equal size. The piece of wood
5
she will use is represented by the shaded region in the figure below. What fractional part
of the whole piece of wood will be used to make each shelf? Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
13. Which of the following questions can be answered by finding 8  ?
5
1
a. Emily gives of a pie to 8 students. How many pies does she give
5
students?
1
b. Sam has of a pie to share equally among 8 students. How many pies
5
does Sam share?
c. A teacher has 8 pies to share equally among 5 students. How many pies
does each student get?
1
d. John has 8 pies and gives of a pie to each student. How many students
5
get a piece of pie?

1
14. Karen shares 6 sandwiches equally among her friends. Each friend receives of 1
3
sandwich.

Part A: Which fraction model shows how to find the number of friends with whom
Karen shares her sandwich?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Part B: Write the division expression that matches both the description in the story and the
model.

15. The model below represents a length of 4.

1 1
Use the model to show how to find 4  . What is the value of 4  ?
3 3

16. A teacher gives out 12 boxes of crayons for students to use for an art project. Each
1
student is given of a box of crayons. How many students are given crayons?
4

1
17. Jorge gives 3 chocolate bars to his friends. He gives of 1 chocolate bar to each
12
friend. How many friends does he give a piece of chocolate to?

a. 4 b. 12 c. 36 d. 48

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
18. A hiker carried 1 gallon of water on a hike. She drank of the water when she stopped
2
to rest and gave an equal amount of the remaining water to each of 4 friends.

What fraction of the 1 gallon of water did each friend receive?

19. Jim uses ribbon to make bookmarks. Jim has 9 feet of ribbon. He uses foot of ribbon
to make each bookmark.
What is the total number of bookmarks Jim makes with all 9 feet of ribbon?

20. A community center has three swimming pools. The water level of each pool is
measured at 8:00pm each night. Two of the measurements from Saturday night are
shown.
 The water level in the first pool is feet deep.
 The water level in the second pool is 8
feet deep.

Part A: What is the difference in depth between the water levels in the second pool and
the first pool, in feet?

Part B: The water level in the third pool is feet deeper than the second pool. What is
the total depth of the water level in the third pool, in feet?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Mr. Edwards is making sandwiches. He has 4 pounds of cheese. He puts 8 pound of
cheese in each sandwich. What is the total number of sandwiches Mr. Edwards made
using all 4 pounds of cheese?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _______________________________ Date:

Grade 5
Unit 6 Assessment: Algebraic Thinking

1. What is the value of the expression?

( )

a. 12 b. 19 c. 35 d. 60

2. Felicia is trying to simplify the expression ( ) ( ). One step in

Felicia’s simplification could be any of the following EXCEPT

a.
b.
c. ( )
d. ( )

3. What is the first operation to use to simplify the expression?

[ ]

a. b. c. d.

4. What is the value of the expression?

( )

5. Max has 8 boxes of cans for a food drive. Each box has 17 cans. Max gives half of the
boxes to his teacher. Write an expression that represents the total number of cans in all
the boxes that his teacher has.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Which expression represents “divide the sum of 11 and 17 by the product of 7 and 8”?

a. ( ) ( )
b. ( ) ( )
c.
d.

7. Which words describe the expression 6  8  (2  4) ?

a. divide 8 by 2, add 4, and multiply 6

b. divide the product of 6 and 8 by 2 and add 4
c. divide the product of 6 and 8 by 2 and then by 4
d. divide the product of 6 and 8 by the sum of 2 and 4

8. Make a drawing to show a coordinate system for a plane and graph the point with
coordinates 7, 5 in the plane. Label the point you draw with the letter A.

9. Which of the following describes how to locate the point in the coordinate plane that has
coordinates 3, 5 ?

a. From the origin, move up 3 units and then move right 5 units.
b. From the origin, move up 3 units and then move left 5 units.
c. From the origin, move right 3 units and then move up 5 units.
d. From the origin, move left 3 units and then move down 5 units.
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

10. The table below shows the coordinates of four points. Plot the points in the coordinate
plane to the right and label each point with the given letter.

Label Point
A 5, 5
B 7, 3
C 9, 5
D  4, 6 

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. The figure below uses the coordinate plane to represent a map of Max’s house. The
following items are hidden for a treasure hunt at the locations marked with letters.

A B C D E F G
Toy car Deck of Snack bag Action MP3 DVD Gift card
playing figures player
cards

Write the ordered pair for the location of each item.

Toy car ______________

DVD _________________

Snack bag ____________

Action figures ____________

MP3 player ____________

Gift card ______________

Deck of playing cards ___________

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. The points labeled C and D in the coordinate plane below represent the locations of
Cindy’s and Danielle’s houses. The girls are meeting to play at the point that is halfway
between their houses. What are the coordinates of the point where they meet?

a. 3, 5
b. 3.5, 5
c.  4.5, 5
d. 5, 3.5

13. The locations of four stores in a plaza are represented by points in the coordinate plane
below. A shopper parks his car at the location marked by the origin and walks 2 units up
and 4 units right. Which store did the shopper walk to?

a. Abbott’s Hardware

b. Brown’s Market

c. Coughlin’s Pharmacy

d. Darby’s Appliances

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. Write the first five terms for each of the number patterns described in the table above.

Pattern Starting Number Rule

A 0 Add 2
B 0 Add 3

Pattern A: ______________________________________

Pattern B: ______________________________________

How are the corresponding terms in the two sequences related? Explain.

15. Some numbers from a number pattern are graphed in the coordinate plane above. If the
pattern in the graph continues, what is the number of patients who will visit the doctor’s
office on day 5 in January?

a. 10

b. 11

c. 12

d. 13

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. A fifth-grade class collected hats and coats for a school’s winter clothing drive. The first
day, 2 hats and 2 coats were collected. Each day after the first, the number of hats
collected went up
by 4, and the number of coats collected went up by 2.

Part A: Write the first five numbers in the number patterns for the number of hats
collected and the number of coats collected.

Hats:_________________________________________

Coats:________________________________________

Part B: Graph the first five ordered pairs formed by the corresponding terms of the
number patterns found in Part A in the coordinate plane below.

17. Simplify the expression ( ) . Show your work.

18. Graph points A, B, and C on the coordinate plane. Point A should be located at (4,6),
point B should be located at (6,4), and point C should be located at (3,0).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

19. Mia is playing several rounds of a word game. Each coordinate pair show the number of
the round and Mia’s score for that round. She is keeping track of these coordinate pairs
on a graph.

 Round 1: (1,3)
 Round 2: (2,6)
 Round 3: (3,3)

Part A: Graph Mia’s scores for the first three rounds of play.

Part B: In Round 4, Mia scores the same number of points as in Rounds 2 and 3
combined. What is the coordinate pair that represents Mia’s score for Round 4?

a. (4,5)
b. (9,4)
c. (5,4)
d. (4,9)

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

20. Which statement about the corresponding terms in both Pattern A and Pattern B is always
true?
Pattern A: 0, 5, 10, 15, 20, 25, 30
Pattern B: 0, 10, 20, 30, 40, 50, 60

a. Each term in Patter A is 2 times the corresponding term in Pattern B.

b. Each term in Pattern A is ½ time the corresponding term in Pattern B.
c. Each term in Pattern A is 5 less than the corresponding term in Pattern B.
d. Each term in Pattern A is 10 less than the corresponding term in Pattern B.

21. Choose three statements that correctly describe the coordinate system.

a. The x- and y-axes intersect at the origin.

b. The x- and y-axes intersect at 10.
c. The x- and y-axes are parallel number lines.
d. The x- and y-axes are perpendicular lines.
e. The x- and y-coordinates are used to locate point in the coordinate plane.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: ______________________________ Date:

Grade 5
Unit 7 Assessment: Data and Geometry

1. Paul bought 4 meters of wood trim. He used 72 centimeters to frame a photo of his dog
and three times that length to frame a photo of a friend. What length, in meters, of wood
trim remained after Paul made the frames?

a. 1.12 meters b. 2.88 meters c. 112 meters d. 288 meters

2. Mrs. Jones bought 6 kilograms of rice. After filling 10 containers with the same amount
of rice in each, she had 860 grams remaining. How much rice, in grams, is in each of the
10 containers?

3. Carla needs 8 inches of ribbon for each craft she makes. What is the greatest number of
crafts Carla can make using 30 feet of ribbon?

4. Which of the following is a true statement?

a. All rectangles are rhombuses.

b. All trapezoids are squares.
c. All parallelograms are rhombuses.
d. All rhombuses are parallelograms.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

5. Which of the following is a true statement?

a. All right triangles are scalene.

b. All equilateral triangles have at least one right angle.
c. No scalene triangle is isosceles.
d. No obtuse triangle is isosceles.

6. Which of the following conditions must be met for a quadrilateral to be a square?

a. It has four right angles.

b. It has four equal sides.
c. It has two sets of parallel sides.
d. It has four equal sides and four right angles.

7. Which of the following shapes is an example of the other 3 shapes listed?

a. Parallelogram
b. Square
c. Rhombus
d. Rectangle

8. List the following polygons in order from least number of sides to greatest number of
sides.

pentagons, octagons, rectangles, triangles, hexagons

9. Describe how triangles can be classified based on either sides or angles in each part
below.

Part A: Classified by sides

Part B: Classified by angles

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. The line plot below shows the amount of rainfall, in inches, for several days.

What is the difference between the largest rainfall amount and the rainfall amount that
occurred most frequently during these days? Explain your answer.

11. The line plot above shows the amount of olive oil, in ounces, used in 13 different pizza
recipes. Isabella wants to make one pizza from each of the recipes.

Will she have enough olive oil to make the pizzas if she buys a 16-ounce bottle of olive
oil? Explain or show your reasoning.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. The table below shows the number of hours that Jose slept for 8 nights in a row.

Night number 1 2 3 4 5 6 7 8
Number of hours of 3 1 1 3 1 1 3
sleep 7 7 8 7 8 8 8 7
4 2 4 4 2 4 4

Make and label a line plot to display the data.

13. Tom uses water from a full tank to fill 6 bottles that each hold 16 ounces and a pitcher
that
holds ½ gallon.

Part A: How many ounces of water are left in the water tank?

Part B: Tom drinks 4 pints of water a day. How many full tanks of water will he
drink in 30 days?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. Write the names from the word bank to complete the diagram that shows the relationship
among the figures listed. Each category will be used only once.

Word Bank
rhombuses rectangles parallelograms quadrilaterals

15. Which explanation about figures is correct?

a. All rhombuses are parallelograms. Parallelograms have 2 pairs of parallel

sides. Therefore, all rhombuses have 2 pairs of parallel sides.

b. All rhombuses are parallelograms. Parallelograms have exactly 1 pair of

parallel sides. Therefore, all rhombuses have exactly 1 pair of parallel sides.

c. Only some rhombuses are parallelograms. Parallelograms have 2 pairs of

parallel sides. Therefore, only some rhombuses have 2 pairs of parallel sides.

d. Only some rhombuses are parallelograms. Parallelograms have exactly 1

pair of parallel sides. Therefore, only some rhombuses have exactly 1 pair of
parallel sides.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. Fill in the appropriate number from the bank for each box below.

Bank
0.07 0.7 70 700 7000

7 mm = cm 7 cm = m m = 7 km

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _____________________________Date: _

Grade 6
Unit 1 Assessment: Ratios and Percents

1. At Jack’s ice cream shop, a customer receives a free ice cream cone for every 5 ice cream
cones the customer purchases. Which of the following represents the ratio of the number
of ice cream cones a customer purchases to the total number of ice cream cones the
customer purchases and receives for free?

a. 1:5 b. 4:5 c. 1:6 d. 5:6

2. A box of pens contains only red pens and blue pens. The ratio of the number of red pens
to the total number of pens in the box is 1:4. Which of the following statements
CANNOT be true about the pens in the box?

a. For every red pen, there are 4 blue pens.

b. For every 5 red pens, there are 15 blue pens.
c. If there are 60 pens in the box, 15 are red.
d. If there are 24 pens in the box, 18 are blue.

3. Ms. Wu counted the number of books she has in her classroom library by genre. The
results are shown in the table below.
MS. WU’S BOOKS
Genre Number of Books
Adventure 12
Fantasy 15
Mystery 14
Romance 9
Science Fiction 10

Part A: Complete the blanks below to describe a relationship between two types of books
in Ms. Wu's library.

The ratio of books to books is 3:4.

Part B: Explain the answer given in Part A.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. A recipe for brownies calls for 4 cups of flour to 6 cups of sugar. How many cups of
sugar per cup of flour does the recipe require?

5. Andrew pumps water into his fish tank at a constant rate. It took Andrew 4 minutes to fill
an empty tank with 24 gallons of water.

Part A: In the model below, indicate the number of gallons of water in the tank after 1
minute by shading a portion of the gallons bar.

0 24
Gallons
Minutes
0 4

Part B: How many minutes did it take to pump 1 gallon of water into the tank?

6. Winnie is considering two plans for paying for her piano lessons.

Plan A: $68.40 for 6 piano lessons

Plan B: $41.80 for 4 piano lessons

For which plan will Winnie pay a lower fee per lesson? Show your work / explain your
answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. A factory can assemble 150 cars in 3 hours.

Part A: What is the unit rate of cars assembled per hour?

Part B: At this rate, how many cars can be assembled in 8 hours?

8. Abigail flipped a coin 20 times, and it landed with heads facing up 13 times. What
percent of the coin flips landed with heads facing up?

9. During a sale, all pillows are off the regular price. Write an expression that represents
the amount of money saved on a pillow that had a regular price of d dollars.

10. Shelly biked 21 miles in 4 hours.

Part A: What is Shelly’s average speed in miles per hour?

Part B: At the same rate, how many hours will it take Shelly to bike 42 miles?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. Hank bought 5 meters of ribbon for $4. What is the price per meter?

12. Anita brings 6 dolls to her grandma’s house. These dolls represent 20% of Anita’s doll
collection, as shown in the diagram.

What is the total number of dolls in Anita’s collection?

For questions #13-16, find the unit rate for each item.

13. 16 cookies cost $4

14. 5 movie tickets cost $41

15. 9 stickers cost $1.80

16. 20 cupcakes cost $40

For questions #17-20, find the missing value.

17. 18 is what percent of 72

18. What is 150% of 30?

19. 65 is 100% of what?

20. What is 20% of 540?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

21. Chad drove 168 miles in 3 hours.

Part A: How many miles per hour did Chad drive?

Part B: Chad will drive 672 more miles. He continues to drive at the same rate. How
many hours will it take Chad to drive the 672 miles?

Part C: Chad stopped and filled the car with 11 gallons of gas. He had driven 308 miles
using the previous 11 gallons of gas. How many miles per gallon did Chad’s car get?

Part D: Chad’s car continues to get the same number of miles per gallon. How many
gallons of gas will Chad’s car use to travel 672 miles?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________ Date: _

Grade 6
Unit 2 Assessment: Rational Numbers

Show work for all questions.

1 3
1. What is the value of  ?
2 5

5 1
2. What is the value of  ?
6 2

1 2
What is the value of 3  ? Show your work.
3. 3 3

1 1
4. Draw a model below to show why  is equal to 4.
2 8

2
5. Which of the following is equivalent to the expression  4?
5

2 1
a. 
5 4
2 1
b. 
5 4
2
c. 4
5
5
d. 4
2

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1 1
6. Amy claims that   2. Which of the following is true about Amy’s claim?
2 4

1 1
a. It is correct, because of is 2.
2 4
1 1
b. It is correct, because of 2 is .
4 2
1
c. It is not correct, because does not divide 2 evenly.
4
1 1 1
d. It is not correct, because of is .
4 2 8

1
7. The area of a rectangular dog pen is 8 square feet.
2
2
If the width is 3 feet, what is the length, in feet?
5

1 1
8. A wire 4 feet long is being cut into smaller pieces of wire, each 1 feet long. What
2 4
is the maximum number of smaller pieces of wire that can be cut from the original piece
of wire?

a. 2
b. 3
c. 4
d. 5

3
9. A container has 3 pounds of flour. Mr. Wright gives each member of his cooking
8
3
class pound of flour, which empties the container. How many people are in Mr.
16
Wright’s class?

a. 3
b. 6
c. 9
d. 18

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
10. A farmer receives a shipment of 40 kilograms of animal food. The animal food
2
1
comes in bags weighing 13 kilograms each.
2

1 1
Part A What is the value of 40  13 ?
2 2

Part B What does your solution from Part A represent in the context of the problem?

1
11. Kaitlyn completed a bike race. The length of the race was 11 miles, and Kaitlyn
4
1
averages 7 miles each hour. How long did it take Kaitlyn to finish the race? Show
2
your work, and be sure to include the correct units in your answer.

12. If an elevation 20 meters below sea level is represented by the number  20, which of
the following can best be represented by the number 0 ?

a. An elevation 20 meters above sea level.

b. An elevation at sea level.
c. An elevation 20 meters below sea level.
d. An elevation 40 meters below sea level.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

13. Find the greatest common factor of 14 and 42. Show your work.

14. Water has a freezing temperature of 0 degrees Celsius.

 Castor oil has a freezing temperature that is 18 degrees Celsius less than the freezing
temperature of water.
 Palm oil has a freezing temperature that is 24 degrees Celsius more than the freezing
temperature of water.
 Corn oil has a freezing temperature that is 20 degrees Celsius less than the freezing
temperature of water.

Which of the following oils have freezing temperatures, in degrees Celsius, that are
negative numbers?

a. Corn oil only

b. Castor oil and palm oil only
c. Castor oil and corn oil only
d. Castor oil, palm oil, and corn oil

15. Karen has a red ribbon that is 18 feet long and a blue ribbon that is
12 feet long. She wants to cut both ribbons into pieces that are all the same length, and
she wants to have no ribbon left over when she is done. What is the greatest length, in
feet, of each piece of ribbon that she can cut?

a. 3
b. 6
c. 36
d. 72

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. Bridget’s Bakery sells cupcakes in packages of 6. Perry’s Pastries sells cupcakes in
packages of 10. Sheldon wants to buy the same number of cupcakes from each bakery for
a party, and he can only buy cupcakes in packages. Which of the following could be the
number of cupcakes he buys from each bakery?

a. 2
b. 16
c. 20
d. 30

17. Write a pair of whole numbers that satisfy the following conditions.

 Both numbers are less than 13.

 The least common multiple of the numbers is 36.

18. Plot each of the following six numbers on the number line below, and label each point
with the corresponding number.

1 1
3, , - 2, 0, - 3 , 2
2 4

19. Brendan says that the opposite of ( - 1/3) is 3 because they are on opposite sides
of zero when they are plotted on the number line. Is Brendan correct? Explain your
answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

20. The Valdés Peninsula in the country of Argentina has an elevation of feet. Death
Valley in California has an elevation of feet. Is the elevation of Death Valley lower
than the elevation of the Valdés Peninsula? Explain your answer.

21. Compare each of the following pairs of rational numbers by filling in the blank with <
or > .

5 _ - 10 - 42.89 _ - 51.52

7 2 15 24
- 4 _____ - 4 _____
8 3 4 7

22. In the table below, write the number that corresponds to each point on the number line
shown.

Point Number

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1
23. The numbers - 6, - 6.8, and - 6 are located on a number line. Complete each of
5
the following sentences by filling in the blank with the word left or right.

- 6 is to the _______________ of - 6.8 on the number line.

1
- 6.8 is to the _______________ of - 6 on the number line.
5

1
- 6 is to the _______________ of - 6 on the number line.
5

24. In the coordinate plane, the coordinates of point A are ( ). Point A is reflected
8
over the y-axis to point B. What are the coordinates of point B ? You may use the grid
below as reference.

a. ( ).
8
b. ( 8
).
c. ( 8
).
d. ( 8
).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

25. Indicate whether each of the following inequalities is correct or incorrect by checking the
appropriate box in the table below.

Inequality Correct Incorrect

- 46 > - 38

4 1
- < -
5 2
1
- 21 > - 21
3

2 7
26. Christopher uses cup of ice cream to make a root beer float, Sean uses cup of ice
3 12
5
cream, and Jennifer uses cup of ice cream. Which of the following correctly
8
compares the three amounts of ice cream?

2 7 5 2 5 7
a. > > b. > >
3 12 8 3 8 12

7 5 2 7 2 5
c. > > d. > >
12 8 3 12 3 8

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

27. Which of the statements is true? You can use the grid below as reference.

a. When the point ( ) is reflected over the x-axis, the image is the point
( ).

b. When the point ( ) is reflected over the y-axis, the image is the point
( ).

c. When the point ( ) is reflected over the x-axis and then the y-axis, the
image is the point ( ).

d. When the point ( ) is reflected over the y-axis and then the x-axis, the
image is the point ( ).

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Plot each of the following five points on the coordinate plane below, and label each point
with the corresponding letter.

A ( 0.2, 0.5 ), B ( - 0.3, 0.1 ), C ( 0, - 0.4 ), D ( - 0.8, - 0.6 ), E ( 0.7, 0 )

28. Five points are plotted in the coordinate plane shown. In the table below, write the
coordinates that correspond to each point.

Point Coordinates

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

29. Ms. Ruiz asked the students in her class how they would use reflections to describe how
the points ( 2, 3 ) and ( - 2, - 3 ) in the coordinate plane are related. Aaliyah said

that she would reflect ( 2, 3 ) over the y-axis first and then reflect that point over the x-

axis to get to ( - 2, - 3 ). Yusuf said that he would reflect ( 2, 3 ) over the x-axis first

and then reflect that point over the y-axis to get to ( - 2, - 3 ). Circle neither name, one
name, or both names below to show who is correct, and then explain your choice.

Aaliyah Yusuf

30. The table below shows the ending October balances of the accounts of four students.
Which student owes the least amount of money?

Adult Balance
Dylan - $19.25
Elise - $42.75
Francesca - $23.00
Jamaal - $35.50

a. Dylan
b. Elise
c. Francesca
d. Jamaal

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

31. The table below shows the goals for, goals against, and the resulting goal difference for
seven Italian soccer teams at the end of the 2011—2012 season. AC Siena's goal distance
fell equally between which two teams' goal differences? Explain your answer.
(Note: Goal Difference = Goals For - Goals Against )

Team Goals For Goals

Goal Difference
Against
Juventus 68 20 48
AC Milan 74 33 41
AS Roma 60 54 6
AC Siena 45 45 0
Fiorentina 37 43 - 6
Palermo 52 62 - 10
AC Cesena 24 60 - 36

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

32. The number line below represents the elevation, in feet, of seven cities around the
Caspian Sea in Asia. The elevation at sea level is 0 feet. Which of these cities have an
elevation that is more than 75 feet away from sea level?

33. Write the given rational numbers into the correct order on the number line from least to
greatest.

34. Carol makes cups of snack mix. She puts all the snack mix into plastic bags. She
puts cup of the snack in each bag.
How many plastic bags does Carol need?

35. What is the great common factor of 16 and 48?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _______________________________ Date: _

Grade 6
Unit 3 Assessment: Introduction to Expressions & Equations

1. Which of the following terms describes the 5 in the expression 5x  3y  2z  1 ?

a. Coefficient
b. Constant
c. Term
d. Variable

2. Indicate whether each statement is true or false by checking the appropriate box in the
table below.

True False
2x is a factor of the expression 2x  y  .
2x  y  is a factor of the expression 3 2x  y  .
2x  y  is a sum of two terms.
3 2x  y  is a product of two terms.

3. Which of the following represents the quotient of 5m and 8h2 ?

a. 5m  8h2

b. 5m  8h2

c. 5m 8h2 
5m
d.
8h2

4. Write the expression 2  2  2  2  7  7  5  5  5 using exponents. Use each

base once.

5. What is the value of the expression 33  23 ?

a. 21 b. 19 c. 3 d. 1

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Part A List the terms in the expression below. Place a comma between each term.

19cd  6d2  8

Part B List the coefficients in the expression below. Place a comma between each
coefficient.

 7y  13ab2  x

7. Write a numerical expression that satisfies all of the following conditions.

 The only number used in the expression is 3.

 At least one exponent other than 1 is used.
 When the expression is evaluated, the answer is greater than 30 and less than 40.

8. Which of the following is equivalent to 3  104 ?

a. 3  10  4
b. 104  104  104
c. 3 10  10  10  10
d. 3  10 3  10 3  10 3  10

9. What is the value of the expression where

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9
10. What is the value of F in the formula F = C + 32 when C  30 ?
5

11. Write an expression in simplest form that is equivalent to the expression

3y  y  2y  4y.

12. Which of the following is equivalent to the expression 2x  3x  4(x  2) ?

a. 9x  2
b. 9x  8
c. 5x  2
d. 5x  8

13. Use 2 as a factor to write an expression that is equivalent to the expression 8x  6y.

14. Which of the following expressions is equivalent to the expression d  d  d  d ?

a. 4d
b. 4d
c. d2  d2
d. d4

15. Is the expression 5 3m  2p   4m equivalent to the expression

13p  11m  3p ? Explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. An object is dropped from a starting height that is a certain number of feet above ground.
The number of feet the object falls after it is dropped can be found by performing the
following steps.

1. Let t represent the amount of time, in seconds, since the object was dropped.
2. Square the variable from step 1.
3. Multiply the result of step 2 by 16.

Part A Let s represent the starting height, in feet, of the object. Write an algebraic
expression that can be evaluated to find the height of the object t seconds
after it was dropped.

Part B An object is dropped from a starting height of 400 feet and falls for 5
seconds. Evaluate your expression from part A using these values to find the
height, in feet, of the object 5 seconds after it was dropped. Show your work
and explain your answer.

17. Indicate whether each expression is equivalent to the expression 90x  60 by checking
the appropriate box in the table below.

Equivalent Not Equivalent

60x  90
2  45x  60
6 15x  10
30 3x  2

18. Which of the following equations must be true?

a. k  5 3  1  15  k

b. 3  7k  21  3k
c. 5  2k  3k
d. 5 7  k   35  5k

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

19. Mike is saving money for a new bike that costs $180.00. If m represents the amount of
money he has saved so far, which expression represents the amount of money, in dollars,
he still needs to save?

20. Juan brings two suitcases on an airplane. The total maximum allowable weight of the two
suitcases is w pounds. His first suitcase weighs 32 pounds. Write an expression that
represents the maximum allowable weight, in pounds, of Juan’s second suitcase.

21. Emily needs to buy 3 binders and 5 notebooks for school. Write an expression that
represents the total cost of the binders and notebooks, where b is the cost of one binder
and n is the cost of one notebook.

22. A rental car company charges a fee of $150.00 for renting a car for a week plus $0.25 per
mile driven. Write an expression that represents the cost of renting the car for a week and
driving it
m miles.

23. Which of the following values for x will make the equation 12 - x = 5 true?

a. -17 b. -7 c. 7 d. 17

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

24. Which of the following gives a set of numbers that are all solutions of the inequality
x+ 6< 9?

a. {- 10, - 7, - 2, - 1 }
b. {- 6, - 3, 0, 3 }
c. {- 5, - 1, 3, 6 }
d. {4, 7, 10, 16 }

25. Is h = 8 a solution to the inequality h - 2 > 6 ? Explain your answer.

26. Select each expression that is equivalent to ( )? Select all that apply.
a.
b.
c.
d. ( ) ( )
e. ( ) ( )

27. An expression is shown . What is the expression written in

exponential form?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: __________________________________ Date: _

Grade 6
Unit 4 Assessment: Two- & Three-Dimensional Geometry

1. Part A Write an expression in simplest form for the area of a rectangle with length 6c
meters and width 2 meters.

1
Part B Find the area, in square meters, of the rectangle when c = .
2

3
2. The volume of a cube is given by the formula V  s , where s is the length of a side of
the cube. What is the volume, in cubic feet, of the cube shown below? Show your work.

3. Write an expression in simplest form that represents the perimeter of the rectangle shown
below. Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. Write an expression that represents the perimeter of the square below, where the length of
each side of the square is 2x - 5.

5. The formula V = l ×w ×h gives the volume of a rectangular prism

in terms of its length, width, and height. Which of the following rectangular prisms has a
volume of 48 cubic inches?

a. b.

c. d.

6. What is the area of the triangle below?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. What is the area of the school crossing sign represented below?

a. 225 square inches

b. 450 square inches
c. 675 square inches
d. 900 square inches

9. The area of the rectangle shown below is 24 square centimeters.

What is the area, in square centimeters, of the shaded triangle? Explain your answer.

10. What is the surface area, in square centimeters, of the three-dimensional figure? Show
your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

11. Which of the following is a net for the three-dimensional figure below?

a. b.

c. d.

12. Jennifer’s room is represented below. She painted the walls of her room. She did not
paint the floor, the ceiling, the door, or the window.
How many square feet did Jennifer paint? Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

1 1
13. A rectangular prism is centimeter long, 4 centimeters wide, and centimeter high.
4 2
What is the volume, in cubic centimeters, of the rectangular prism?

14. Anjali completely filled the container shown below with 616 small cubes that were each
1 616
inch long. She then determined that the container has a volume of cubic inches,
2 8
or 77 cubic inches. Show how Anjali can calculate the volume of the prism, in cubic
inches, by using a volume formula instead of filling the container with small cubes.

15. Sara plotted the locations of the trees in a park on a coordinate grid. She plotted an oak
tree, which was in the middle of the park, at the origin. She plotted a maple tree, which
was 10 yards away from the oak tree, at the point ( 10, 0 ). Then she plotted a pine tree
at the point ( - 2.4, 5 ) and an apple tree at the point ( 7.8, 5 ). What is the
distance, in yards, between the pine tree and the apple tree in the park? Each grid unit is
equal to one yard.

a. 2.2
b. 5.4
c. 9.4
d. 10.2

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

16. The streets in the city of Benton are laid out like a coordinate grid. The middle school is
located at the point ( - 2, - 3 ). The library is located 8 blocks away from the middle
school. Indicate whether each coordinate pair could represent the location of the library
by checking the appropriate box in the table. Each grid unit is equal to one block. The
grid is for reference only.

Coordinate Could Represent Could NOT

Pair the Location of the Represent
Library the Location of the
Library

(- 2, 11 )

(- 2, - 11 )

( 6, - 3 )

( - 10, - 3 )

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. In Mathville, the streets are laid out like a coordinate grid, and the distance from one
intersection to the next on the same street is always 120 meters. Ada walked from the
intersection of 0th Avenue and 0th Road to meet a friend at the intersection of - 5th
Avenue and - 8th Road, as shown on the coordinate plane. She only walked along the
streets. What is the distance, in meters, of the shortest route Ada could have taken
walking along the streets? Explain your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

18. Keith and Reggie live in the city of Hainesville, which is laid out like a coordinate grid.
Keith’s house is located at the point ( 0.4, - 0.9 ), and Reggie’s house is located at
the point ( 0.4, 0.5 ).

Part A: Plot and label Keith’s house and Reggie’s house on the coordinate plane
shown.

Part B: A basketball court is located halfway between Keith’s house and Reggie’s
house. Plot and label the basketball court on the coordinate plane shown.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

19. Kylie fenced off part of her barnyard to keep her chickens safe. The part of the barnyard
that she fenced off is represented on the coordinate plane below, where the units are in
feet. What is the area, in square feet, of the part of the barnyard that she fenced off?
Explain how you found your answer.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

20. The design for a playground is represented on the coordinate plane below, where the
units are in yards. A fence will be built around the perimeter of the entire playground.
How many yards of fencing will be needed to build the fence?

21. The town of Windsor wants to build a children’s pool. The surface of the pool must be a
rectangle that has an area of 144 square feet. The coordinate plane below represents the
space available for the pool, where the units are in feet. Draw one design for the pool on
the coordinate plane below.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

22. Elizabeth and Virat use small cubes to make the rectangular prism as shown below. The
1
length of each edge of the small cubes is centimeter. Elizabeth uses a volume formula
4
41
to find that the volume of the prism is 1 cubic centimeters. Virat decides to count the
64
cubes to find the volume of the prism.

1
Part A: How many of the small cubes with edge length centimeter does it take to make
4
the prism?

Part B: What is the volume, in cubic centimeters, of one of the small cubes with edge length
1
centimeter?
4

Part C: Using Virat’s method, find the prism’s volume, in cubic centimeters. Show your work
and explain how the volume found is the same as the volume found using Elizabeth’s
method.

23. Joanne buys a rug with an area of square meters. The length of the rug is meters.
What is the width, in meters, of the rug?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

24. Small cubes with edge lengths of inch will be packed into the right rectangular prism
shown.
How many small cubes are needed to completely fill the right rectangular prism?

25. An advertising company is designing a new logo that consists of a shaded triangles inside
a parallelogram.

Part A: What is the area, in square units, of the parallelogram ABCD?

Part B: In the new logo, what fraction of the parallelogram is shaded?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

26. This right rectangular prism is built with small cubes.

Part A: What is the volume, in cubic inch(es), of the right rectangular prism?

Part B: What is the volume, in cubic inch(es), of 1 of the small cubes?

27. To the right is a net of a right rectangular prism.

Part A: Which prism can be made using the net?

Part B: What is the surface area, in square feet, of the prism?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________ Date: _

Grade 6
Unit 5 Assessment: Operations with Decimals

1. Shawn bought fruit last week, consisting of 2.26 pounds of bananas, 1.5 pounds of
grapes, and a watermelon that weighed 6.78 pounds. What is the total weight, in pounds,
of the fruit that Shawn bought last week? Show your work.

2. What is the product of 45.2 and 15 ?

3. John received $50.00 from his aunt for his birthday. The total cost of a video game,
including tax, is $28.56. How much of the $50.00 will remain after John purchases the
video game?

4. What is the quotient of 11.25 divided by 2.5 ?

5. At a school store, each notebook has the same price and each pencil has the same price.
Kate bought 5 notebooks for $4.50 and 12 pencils for $3.00 from the store. At the same
store, Dave bought 4 notebooks and 5 pencils. What was the total price of the items Dave
bought?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. Marcus traveled 45.5 miles in 3.25 hours.

Part A: How many feet did Marcus travel?

(1 mile = 5,280 feet)

Part B: How many minutes did Marcus travel?

7. A 5-pound bag of flour costs $4.80. For this bag of flour, what is the cost of flour per
ounce?
(1 pound = 16 ounces)

8. A sponsor will donate $0.15 for every meter Merissa walks in a charity event. Merissa
walks 5 kilometers in the charity event. How much does the sponsor donate for
Merissa’s walk? Show how you found your answer.

9. A school sold tickets to a musical. The school received $6.50 per ticket sold. Write an
equation that represents the relationship between the number of tickets sold and the total
amount of money the school received from selling tickets. Be sure to define your
variables.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

10. Noah has d dollars to buy songs from a Web site. The Web site has an initial charge of $5
and charges $0.99 for each song. Which of the following equations represents the amount
of money Noah will spend on buying s songs from the Web site?

a. d  5s  0.99

b. d  5  0.99s

c. s  5d  0.99

d. s  5  0.99d

11. Thomas buys a case of bottled water. A case contains 36 bottles of water and costs
$4.69. Thomas wills sell each bottle of water for $0.75 at a school event.
How much profit will Thomas earn if he sells all the bottles of water?

12. A school band performed a concert on four different days. The band sold tickets and
snacks each day of the concert for a fundraiser. The first table shows the number of
tickets sold and the amount of money collected from ticket sales. The second table shows
the number of snacks sold and the amount of money collected from snack sales.

Part A: If each snack costs the same price, what is the price per snack?

Part B: Write an equation that can be used to find y, the amount of money
collected for selling x tickets.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

For #13-20, perform the indicated operation.

13. 14.

15. 16.

17. 18.

19. 20.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: __________________________________ Date: _

Grade 6
Unit 6 Assessment: Extension of Expressions & Equations

1. Which values from the set {- 5, 0, 2.5, 5, 10 } make the inequality true?
Show your work or explain your answer.

2. Four friends went to the movies. Each person bought a movie ticket, and the total the four
friends spent on the tickets was $52. Write an equation can be used to find the cost of
each ticket.

3. Maria had a package of crackers. After she ate 8 of the crackers, there were 14 crackers
left in the package. Write an equation can be used to find the number of crackers that
were in the package before Maria ate the crackers.

4. Solve the equation x - 20.7 = 9.5 for x. Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4 8
5. Solve the equation y = for y. Show your work.
9 3

6. Katie is 4 years younger than Sylvia. Let k represent Katie’s age, and let s represent
Sylvia’s age.

Part A: Using the variables defined above, write an equation that shows the
relationship between Katie’s age and Sylvia’s age.

Part B: Use the equation from Part A to find how old Sylvia is when Katie is 13
years old. Show your work.

7. The solutions to which of the following inequalities are represented by the graph on the
number line below?

a.
b.
c.
d.

8. The sign below is posted at one of the children’s rides at an amusement park. Which
inequality could represent the information shown on the sign, where h represents height
in inches?

a.
b.
c.
d.
Oradell, River Dell and River Edge Public School District
Math K – 6
Approved October 2014
Unit Assessments

9. Write a statement about your everyday life that could be represented by the inequality
n > 30. Be sure to define what n represents.

10. To get a student learner’s permit to drive in New Jersey, an individual must be at least 16
years old. Let a represent the age at which a person gets a student learner’s permit to
drive in New Jersey.

Part A: Using the variable defined above, write an inequality that represents the
statement above.

Part B: Graph the solution to the inequality from Part A on the number line below.

11. Jessica was the only winner of a 400-meter race. She finished the race in 1.75 minutes.
Let t represent the finishing times, in minutes, of the other participants who ran the race.

Part A: Using the variable defined above, write an inequality that represents all the
possible finishing times, in minutes, of the other participants who ran the
race.

Part B: Graph the solution to the inequality from Part A on the number line below.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

12. The graph below shows the number of miles remaining over time as a train travels from
Ashville to Lansing.

Part A: Write an equation representing the relationship

between the number of miles remaining, y ,
and the number of hours passed, x .

Part B: Explain what the independent and

dependent variables represent in this situation.

13. The table below shows a partial price list for boxes of cookies. Each box of cookies
costs the same amount of money.

Part A: Complete the table for the missing prices.

Number of
Boxes of Price (dollars)
Cookies
1
2 $5.00
3 $7.50
4
5 $12.50
6
7

Part B: Write an equation to represent the relationship between the price and the number
of boxes of cookies. Be sure to define your variables.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

14. A fan blade revolves at a constant rate. The equation y  750x represents the number
of revolutions, y, the fan blade makes in x minutes.

Part A: List ordered pairs,  x, y  , to represent the number of revolutions the fan
makes for
minutes 0, 1, 2, and 3.

 _, _  ,  _, _  ,  _, _  ,  _, _ 

Part B: Using the equation y  750x, create a graph representing this relationship on
the
coordinate grid below.

Part C: Explain what the independent and dependent variables represent in this situation.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

15. This table shows the ages of 20 visitors at a library.

Create a histogram that represents the data.

16. This table shows the number of books, by type, checked out from the school library on
Monday.

Complete the following statement.

For every 4 mystery books checked out, ___________ non-fiction books were checked
out.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

17. A total of 300 trees will be planted in a park. There will be 2 pine trees planted for every
3 maples trees planted.
On the coordinate grid, select the point that represents the number of pine trees planted
and the number of maples trees planted.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

Name: _________________________________ Date: _

Grade 6
Unit 7 Assessment

1. All the students in Ms. Carter’s class reported the number of pets they have at home. Ms.
Carter created the histogram shown based on the data she collected.

Part A: How many students are in Ms. Carter’s class?

Part B: On the histogram, what is the meaning of the tallest bar, in terms of the
situation?

Part C: On the histogram, why is there an interval with no bar on it?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

2. The 21 students in Ms. Sharpe’s class had a contest to see how many words of the
Gettysburg Address each student could type in one minute. The number of words typed
by the students in the class is shown below.

10 11 13 14 15 15 16

18 19 20 21 22 23 25

26 28 28 33 35 38 41

Part A: Fill in the blanks to identify each of the following values based on the data.

Minimum

First quartile

Second quartile

Third quartile

Maximum

Part B: Create a box plot of the data.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

3. There are 20 students in a book club. The number of books each student has read in the
last year is shown below.

10 13 12 18 15 13 25 15 28 22

18 27 17 19 22 29 24 11 15 15

Part A: Complete the frequency table using the data shown.

Number of Books Read Tallies Frequency

10‒13

14‒17

18‒21

22‒25

26‒29

Part B: Create a histogram of the data in the frequency table. Be sure to include
appropriate labels on the histogram.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

4. Mr. Williams gave the 24 students in his class a quiz. The students’ scores on the quiz are
shown below.

90 80 90 95 95 90 90 80

90 100 85 70 100 100 75 70

85 85 85 85 85 80 95 100

Create a line plot (dot plot) of the data shown.

5. There are four students on a chess team.

 The shortest student is 55 inches tall.
 The tallest student is 66 inches tall.
 The mean height of the four students is 61 inches.

What could be the heights, in inches, of the two other students? Show your work.

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

6. The table below shows the bowling scores of 11 students from Baruch Middle School last
Wednesday. The line below is for your reference.

Bowling Scores
40 64 66 67 67 68 69 70 71 72 78

Part A What is the range of this data set?

Part B What is the interquartile range of this data set?

Part C Which measure, the range or the interquartile range, is a better measure of
the spread of this data set? Why?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

7. The table below shows the total park acres per 1,000 residents
for 6 cities in 2010.

Total Park Acres per 1,000 Residents

0.8 1.0 2.7 2.8 3.1 13.3

Part A What is the mean of this data set?

Part B What is the median of this data set?

Part C Which measure, the mean or the median, is a better measure of the center of
this data set? Why?

8. Which question is a statistical question?

a. How tall is the oak tree?
b. How much did the tree grow in one year?
c. What are the heights of the oak trees in the schoolyard?
d. What is the difference in height between the oak tree and the pine tree?

Oradell, River Dell and River Edge Public School District

Math K – 6
Approved October 2014
Unit Assessments

9. The adults of a certain type of insect have a mean length of 0.6 inch. The students in a
science class measured 10 insects of this type. The lengths are shown in the line plot
below.

Part A: How many of the insects have a length that is great than 0.6 inch?

Part B: The mean of the lengths of the insects measured by the science class is
__________,

which is ____________________ than the mean length of adults that type.

10. The median number of points scored by 9 players in a basketball game is 12. The range
of the number of points scored by the same basketball players in the same game is 7.

For each statement, write True, False, or Not Enough Information in the box provided.

Oradell, River Dell and River Edge Public School District

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Approved October 2014

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