Math g5 m3 End of Module Assessment

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5 3
2
Name Date
1 2 1
1. On Sunday, Sheldon bought 4 kg of plant food. He used 1 kg on his strawberry plants and used kg
2 3 4
for his tomato plants.
a. How many kilograms of plant food did Sheldon have left? Write one or more equations to show how
you reached your answer.
b. Sheldon wants to feed his strawberry plants 2 more times and his tomato plants one more time.
He will use the same amounts of plant food as before. How much plant food will he need? Does he
have enough left to do so? Explain your answer using words, pictures, or numbers.
Module 3: Addition and Subtraction of Fractions

260
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5 3
2
2. Sheldon harvests the strawberries and tomatoes in his garden.

2 1
a. He picks 1 5 kg less strawberries in the morning than in the afternoon. If Sheldon picks 2 4 kg in the
morning, how many kilograms of strawberries does he pick in the afternoon? Explain your answer
using words, pictures, or equations.
3
b. Sheldon also picks tomatoes from his garden. He picked 5 kg, but 1.5 kg were rotten and had to
10
be thrown away. How many kilograms of tomatoes were not rotten? Write an equation that shows
how you reached your answer.
c. After throwing away the rotten tomatoes, did Sheldon get more kilograms of strawberries or
tomatoes? How many more kilograms? Explain your answer using an equation.

261
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End-of-Module Assessment Task Topics A–D

Standards Addressed
Use equivalent fractions as a strategy to add and subtract fractions.
5.NF.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. For example, 2/3 + 5/4 =
8/12 + 15/12 = 23/12. (In general, a/b + c/d = (ad + bc)/bd.)
5.NF.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. For example,
recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

262
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2
A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1(a) The work shows little Student obtains an Student obtains the Student displays
evidence of conceptual incorrect answer and correct answer but complete confidence in
or procedural strength. has trouble does not show an applying part–whole
5.NF.1 manipulating the units equation or does not thinking to a word
problem with fractions,
5.NF.2 or setting up the obtain the correct
giving the correct
problem. answer through a very
answer of
small calculation error. 14 7
2 kg or 2 kg.
The part–whole 24 12
thinking is completely
accurate.
1(b) Student was unable to Student’s solution is Student has the correct Student correctly:
make sense of the incorrect and, though answer to the first  Calculates that
problem in any showing signs of real question but fails to Sheldon
5.NF.1 intelligible way. thought, is not answer the second 7
needs 3 kg of
5.NF.2 developed or does not question.
12
plant food.
connect to the story’s OR 7
 Notes that 3 kg is
situation. 12
Student has reasoned 7
more than 2 kg, so
12
through the problem
Sheldon does not
well, setting up the have enough plant
equation correctly, but food.
making a careless error.
2(a) The solution is Student shows Student calculates Student is able to apply
incorrect and shows evidence of beginning correctly and sets up part–whole thinking to
13
little evidence of to understand adding the part–whole correctly answer 3 kg
20
5.NF.1 understanding of the fractions with unlike situation correctly but and explains the
5.NF.2 need for like units. denominators but fails to write a answer using words,
cannot apply that complete statement. pictures, or numbers.
knowledge to this OR
part–whole Student fully answers
comparison. the question but makes
one small calculation
error that is clearly
careless, such as
copying a number
wrong.

263
5 3
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A Progression Toward Mastery
2(b) The solution is Student shows Student calculates Student gives a correct
incorrect and shows no evidence of recognizing correctly but may be equation and correct
8
evidence of being able how to convert less than perfectly clear answer of 3 kg or
10
5.NF.1 to work with decimals fractions to decimals or in stating his solution. 4
3 kg and explains the
For example, “The 5
5.NF.2 and fractions decimals to fractions 4 answer using words,
simultaneously. but fails to do so answer is 3 ,” is not a
5 pictures, or numbers.
correctly. clearly stated solution.
2(c) The solution is Student may have Student may have Student correctly:
incorrect and shows compared correctly but compared correctly but  Responds that the
little evidence of calculated incorrectly calculated incorrectly garden produced
5.NF.1 understanding of and/or does not explain and/or does not explain more strawberries.
5.NF.2 fraction comparison. the meaning of her the meaning of her
 Responds that there
numerical solution in numerical solution in 1
were 2 kg or
the context of the the context of the 10
2.1 kg more
story. story.
strawberries.
 Gives an equation
9 8
such as 5 − 3 =
10 10
9 8 1
2 − =2 .
10 10 10

264
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266

Math g5 m3 End of Module Assessment

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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson

Module 3: Addition and Subtraction of Fractions

2. Sheldon harvests the strawberries and tomatoes in his garden.

Module 3: Addition and Subtraction of Fractions

End-of-Module Assessment Task Topics A–D

Evaluating Student Learning Outcomes

Module 3: Addition and Subtraction of Fractions

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Module 3: Addition and Subtraction of Fractions

A Progression Toward Mastery

Module 3: Addition and Subtraction of Fractions

Module 3: Addition and Subtraction of Fractions

Module 3: Addition and Subtraction of Fractions

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