Constructed Response Items: Mathematics Grade 5

(1) Brief Constructed Response Sample
 Jennifer needs to put up a fence around her backyard. Her backyard is shown below. Step A Classify the shape of Jennifer's backyard. Step B Explain how you classified the shape of Jennifer's backyard. Use what you know about quadrilaterals in your explanation. Use words, numbers, and/or symbols. /toolkit/vsc/assessment_items/msa_math_5_013.xml View annotated student responses

(2) Brief Constructed Response Sample
 Tonya's dad is making a concrete patio in their backyard. Concrete is made from cement, sand, gravel and water. It takes twice as much sand as cement to make the concrete mix. Tonya's dad used 3 gallons of sand in the mix. Step A How many quarts of cement did he use? Step B Explain how you found your answer. Use what you know about measurement in your explanation. Use words, numbers and/or symbols in your explanation. /toolkit/vsc/assessment_items/msa_math_5_018.xml View annotated student responses

(3) Brief Constructed Response Sample
 Brendan is playing a game with these two spinners. The spinners are each divided into 4 equal sections. He spins the arrows on both spinners and records the color and number he got each time. For example, on his first spin, Brendan got blue, 2. Step A How many possible outcomes are there? Step B Explain how you found your answer. Use what you know about probability in your explanation. Use words, numbers, and/or symbols in your explanation. /toolkit/vsc/assessment_items/msa_math_5_020.xml View annotated student responses

(4) Brief Constructed Response Sample
 Jack and Bob are using the spinner to play a game. The spinner is divided into equal parts. Each boy chooses a color. When the arrow lands on the chosen color, that boy gets a point. Jack chooses blue. Bob chooses red. Step A Predict who the winner is. Step B Explain why your answer is correct. Use what you know about probability in your explanation. Use words, numbers, and/or symbols in your explanation. /toolkit/vsc/assessment_items/msa_math_5_022.xml View annotated student responses

(5) Brief Constructed Response Sample
 On Monday, 32 people went to the park before noon. In the afternoon, 24 more people came. On Tuesday, 26 people came to the park before noon. In the afternoon, 29 more people came. Step A Write a number sentence showing the relationship between the number of people at the park on Monday and the number of people at the park on Tuesday. Step B Explain why your answer is correct. Use what you know about number relationships in your explanation. Use words and/or numbers in your explanation. /toolkit/vsc/assessment_items/msa_math_5_023.xml View annotated student responses

(6) Brief Constructed Response Public Release
 Michael made 72 pints of lemonade for his friends. Step A How many gallons of lemonade did Michael make? __________gallons Step B Explain how you found the number of gallons. Use what you know about equivalent units of measurement in your explanation. Use words, numbers, and/or symbols in your explanation. /toolkit/vsc/assessment_items/msa_math_5_029.xml View annotated student responses

(7) Extended Constructed Response Sample
 Michele took a 20-question quiz in her mathematics class. She answered of the questions correctly on the quiz. Step A What is Michele's score written as a percent? Step B Explain how you found the percent that is equivalent to the fraction form of Michele's score. Use what you know about fractions and percents in your explanation. Use words, numbers, and/or symbols. Michele took a 25-question quiz in her science class. She answered of the questions correctly. Is the score on her science quiz the same or different than her math score? Explain why your answer is correct. Use what you know about fractions and percents in your explanation. Use words, numbers, and/or symbols. /toolkit/vsc/assessment_items/msa_math_5_014.xml View annotated student responses

(8) Extended Constructed Response Public Release
 Look at this number line. Step A Plot a point on the number line that represents the location of 2 Step B Explain why the point you plotted is correct. Use what you know about number lines in your explanation. Use words, numbers, and/or symbols in your explanation. Benjamin says that if he divides the number line between 2 and 3 into two equal parts, the location of the point 2 will change. Explain why Benjamin is correct or incorrect. Use what you know about number lines in your explanation. Use words, numbers, and/or symbols in your explanation. /toolkit/vsc/assessment_items/msa_math_5_025.xml View annotated student responses