This test covers the content in common core standard MCC5.G1-2 & OA.3. The test includes a mix of multiple choice and open response questions to challenge students.
I created this test with the implementation of the common core standards in Georgia in 2012-13. Despite teaching at a Title I school my students mastered the new rigorous standards exceedingly well, with 80% of my students exceeding state standards and all of my students meeting state standards.
This test is the 11th in a series of 14 tests which will cover all 5th grade common core standards. I have intentionally tried to keep the number of pages limited in order to help teachers who have copy limitations at their school. All of the tests in the series have between 14 and 20 questions, which I have found to be the perfect amount. It is enough to allow students to show mastery, without wasting classroom time with extended testing time.
The test can be used as a test, study guide or a practice worksheet depending on your needs. It would also work well in preparation for standardized testing. This test covers the standards listed below:
MCC5.G.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 (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
MCC5.G.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.
MCC5.OA.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. For example, given the rule “Add 3” and the starting number 0, and given the rule “Add 6” and the starting number 0, generate terms in the resulting sequences, and observe that the terms in one sequence are twice the corresponding terms in the other sequence. Explain informally why this is so.
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