Description
This comprehensive test evaluates students’ understanding of the entire graphing unit, including:
- Plotting ordered pairs on the coordinate plane
- Interpreting and creating input-output tables
- Writing and analyzing equations related to graphs
Ideal for formal assessment of mastery, progress monitoring, or end-of-unit evaluation. Clear, straightforward, and aligned with 5th grade standards!
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Highlights
Digital downloads
Grades
4th - 6th
Subjects
Standards
CCSS5.OA.A.1
CCSS5.OA.A.2
CCSS5.OA.B.3
Pages
10
Answer Key
Included
Description
This comprehensive test evaluates students’ understanding of the entire graphing unit, including:
- Plotting ordered pairs on the coordinate plane
- Interpreting and creating input-output tables
- Writing and analyzing equations related to graphs
Ideal for formal assessment of mastery, progress monitoring, or end-of-unit evaluation. Clear, straightforward, and aligned with 5th grade standards!
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSS5.OA.A.1
Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.
CCSS5.OA.A.2
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 × (8 + 7). Recognize that 3 × (18932 + 921) is three times as large as 18932 + 921, without having to calculate the indicated sum or product.
CCSS5.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. 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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