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MATHEMATICS NAVIGATOR

SCREENER TEST IV

Beginning Place Value Knowing Addition and Subtraction Facts Understanding Addition and Subtraction

Knowing Multiplication and Division Facts Knowing Fractions

Tables, Charts, and Graphs

This Screener Test has been designed to correlate with the NCTM Curriculum Focal Points. Each Screener Test focuses on three to eight Mathematics Navigator modules, which in turn focus on addressing misconceptions students may have about mathematics concepts.

Screener Test IV is designed to be given at the beginning of the school year. It covers the standards that students need in order to be successful at their grade level.

The results of this Screener Test will help instructors identify gaps in students’ knowledge and determine which Mathematics Navigator modules will help fill those gaps. Participation in these modules will help students succeed in mathematics and on their state assessments tests.

America’s Choice® is a subsidiary of the National Center on Education and the Economy® (NCEE), a Washington, DC-based non-profit organization and a leader in standards-based reform. In the late 1990s, NCEE launched the America’s Choice School Design, a comprehensive, standards-based, school-improvement program that serves students through partnerships with states, school districts, and schools nationwide. In addition to the school design, America’s Choice provides instructional systems in literacy, mathematics, and school leadership. Consulting services are available to help school leaders build strategies for raising student performance on a large scale.

© 2009 by America’s Choice

All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system without permission from the America’s Choice permissions department.

America’s Choice and the America’s Choice logo are registered trademarks of America’s Choice. The National Center on Education and the Economy is a registered trademark of The National Center on Education and the Economy.

First Printing 20091 2 3 4 5 6 7 8 9 10 12 11 10 09 08

ISBN 978-1-60637-601-0 http://www.americaschoice.org

e-mail: [email protected]

©America’s Choice MatheMatics Navigator | �

Screener Test IV

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1. Select the appropriate symbol to fill in the blank.

152 ___ 125

A. >

B. <

C. =

D. ≥

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2. Which set of base-10 blocks shows the number 124?

A.

B.

C.

D.

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3. Miguel used this number line to count by a number.

131211109876543210

Which number did Miguel count by?

A. 3

B. 4

C. 5

D. 12

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 4. Gabby is counting by tens.

Which number line shows this?

A.706560555045403530252015105

B.706560555045403530252015105

C.706560555045403530252015105

D.706560555045403530252015105

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 5. Which answer choice shows two correct names for 70?

A. seven tensseven tenths

B. seven onesseventy

C. seven onesseven tenths

D. seven tensseventy


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6. Maria has packs of paper. 4 of her packs each have 100 sheets. 5 of her packs each have 10 sheets.

How many sheets of paper does she have in all?

A. 45

B. 105

C. 450

D. 540

––––––––––––––––––––––––––––––––––––––––– 7. What is the missing number in this

counting pattern?

102, ? , 122, 132, 142,…

A. 103

B. 111

C. 112

D. 121

––––––––––––––––––––––––––––––––––––––––– 8. Which equation can be used to find

the missing number?

W + 3 = 7

A. 7 − 3 = WB. W − 3 = 7

C. 3 − 7 = WD. 7 + 3 = W

9. Maria scored 25 points in her first game of basketball and 14 points in her second game.

How many points did she score altogether?

A. 11

B. 38

C. 29

D. 39

–––––––––––––––––––––––––––––––––––––––––

10. 2 + 8 = W + 2

A. 2

B. 6

C. 8

D. 10

––––––––––––––––––––––––––––––––––––––––– 11. Which equation can be used to find

the missing number?

1 3– ?

4

A. 13 + 4 = ???

B. 4 − 13 = ???

C. ??? = 13 − 4

D. Either A or C


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12. Malaya had $26 to spend. She bought a CD for $14.

How much money did she have left?

A. $2

B. $12

C. $13

D. $40

––––––––––––––––––––––––––––––––––––––––– 13. Maria was playing a computer game.

She scored 43 points in Round 1 and 26 points in Round 2.

Which expression could she use to add the points together?

A. 40 + 20 + 3 + 6

B. 4 + 3 + 2 + 6

C. 40 + 30 + 20 + 60

D. 30 + 4 + 60 + 2

14. Miguel bought a jacket for $8 less than the price shown.

Amir bought the same jacket for $83.

How much more did Amir pay?

A. $3

B. $5

C. $8

D. $9


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15. Tamika, Maria, and Anthony each have some strawberries.

Tamika’s strawberries

Maria’s strawberries

Anthony’s strawberries

Which number line shows how to find the total number of strawberries?

A.161514131211109876543210

B.161514131211109876543210

C.161514131211109876543210

D.161514131211109876543210

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 16. Three students were eating grapes. Amir ate 24, Josh ate 33, and Gabby ate 21.

How many grapes did they eat altogether?

A. 77 grapes

B. 78 grapes

C. 87 grapes

D. 88 grapes


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17. Mr. Hakim has 2 boxes of pencils. Each box has 6 pencils. He gives away 4 pencils from each box.

Which expression can be used to find the total number of pencils he has left?

A. 6 + 6 − 4

B. 2 + 6 + 4

C. 2 + 6 − 4 − 2

D. 6 + 6 − 4 − 4

––––––––––––––––––––––––––––––––––––––––– 18. Which equation does the number

line show?

−20

80 100

A. 80 − 20 = 100

B. 80 + 20 = 100

C. 100 − 80 = 20

D. 100 − 20 = 80

––––––––––––––––––––––––––––––––––––––––– 19. 8 • 21 = • 42

A. 1

B. 4

C. 8

D. 16

20. Which equation describes these shapes?

A. 3 • 9 = 9 • 3

B. 9 • 9 = 9 • 9

C. 3 + 3 + 3 = 3 + 3 + 3

D. 9 + 9 = 9 + 9

––––––––––––––––––––––––––––––––––––––––– 21. Tamika put 40 biscuits on a tray. She

put 8 biscuits in each row. How many rows of biscuits were on the tray?

A. 320

B. 5

C. 8

D. 48

––––––––––––––––––––––––––––––––––––––––– 22. 18 children said they wanted to play

games. The teacher said they must play in equal-sized groups with no one left out.

What size group would work?

A. 3 groups of 4

B. 2 groups of 10

C. 2 groups of 8

D. 3 groups of 6


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23. Which equation does this number line represent?

0 49

A. 8 × 7

B. 7 × 7

C. 6 × 8

D. 6 × 7

––––––––––––––––––––––––––––––––––––––––– 24. Which division equation is equal to

this multiplication equation?

3 • 7 = 21

A. 7 ÷ 3 = 21

B. 21= 3 ÷ 7

C. 7 = 21 • 3

D. 21 ÷ 7 = 3

25. Which example shows 12

?

M

P

N

L

inches0 1 2

•M

A. Example L

B. Example M

C. Example N

D. Example P

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26. Josh cut a cake and ate 18

of it. Which description matches this situation?

A. Josh cut the cake in 16 equal pieces and ate 3 of them.

B. Josh cut the cake in 8 equal pieces and ate 2 of them.

C. Josh cut the cake in 8 equal pieces and ate 1 of them.

D. Josh cut the cake in 18 equal pieces and ate 1 of them.

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

27. Which point on the number line shows 54

?

0 321

A•B•

C•

D•

A. Point A

B. Point B

C. Point C

D. Point D


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28. Which ruler shows 34

inch?

A.

0 1 2 3 4 5 6

•

B.

0 1 2 3 4 5 6

C.

0 1 2 3 4 5 6

D.

0 1 2 3 4 5 6

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 29. What fraction of the area of this rectangle is shaded?

A.46

B.42

C.24

D.26

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30. Amir receives $10 each week for spending money. He saves 15

of his money each week.

How many dollars does Amir save each week?

A. $1.00

B. $2.00

C. $5.00

D. $10.00

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 31. This list shows the number of pieces of gum chewed by students in Mrs. Chi’s class in

one week. Which line plot shows this information correctly?

Number of Pieces of Gum Chewed in One Week

Data: 0, 0, 0, 1, 1, 1, 1, 1, 1, 2, 2, 2, 2, 3, 3, 3, 4, 4, 5, 5, 7, 9

A.

1 3 5 7 9

XX

XX

XX

XX

XXX

X

X

X

X

Pieces of Gum

XXXXX

2 4 6 8

X

0

X


B.

1 3 6

XX

XX

Number of Students

XXX

2 4

X


C.

1 3 5 7 9

XX

XX

XXX

X

X

X

X

Pieces of Gum

XXXX

XXXX

X

2 4 6 8

X

0

X


D.

1 3 5 9

XX

XX

XX X X

X

X

X

Pieces of Gum

X XX

XX

XXXX

X

2 4 7

X

0


©America’s Choice MatheMatics Navigator | ��

Screener Test IV

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32. Tran Li asked the members of a family how many miles they typically walk in a week. He learned that 8 family members walk 1 mile, 5 family members walk 2 miles, 10 family members walk 3 miles, and 7 family members walk 4 miles.

Which graph correctly represents his data?

A.

Number of Miles

Nu

mb

er o

f Fa

mil

y M

emb

ers

1 2 3 4

5

4

3

2

1

0

Number of Family Membersand How Far They Walk in One Week

B.

Number of Miles

Nu

mb

er o

f Fa

mil

y M

emb

ers

1 2 3 4

10

8

6

4

2

0


C.

Number of Miles

Nu

mb

er o

f Fa

mil

y M

emb

ers

1 2 3 4

10

8

7

5

0


D.

Number of Miles

Nu

mb

er o

f Fa

mil

y M

emb

ers

1 2 3 4

10

12

8

6

4

2

0


Screener Test IV

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33. What number pair shows the location of on this graph?

12

12

13

13

14

14

15

15

16

16

1110

11

10

y

x

A. (2, 5)

B. (5, 2)

C. (12, 15)

D. (15, 12)

34. The table below shows how many free throws Miguel, Anthony, Maria, and Anna made. How many more free throws did Anthony make than Maria?

1

0Miguel Anthony Maria Anna

2

3

4

5

6

7Successful Free Throws

Student

Nu

mb

er o

f Fr

ee T

hro

ws

A. 7

B. 2

C. 5

D. 3


Screener Test IV

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35. This pictograph shows data about how many minutes students take to clean their rooms.

Which of the bar graphs shows the same data?

25 30 35 40 45 50

= 2 studentsLegend:

Time to Clean Rooms

Number of Minutes

A.

25

6

8

9

10

12

3

030 35 40 45 50

Time to Clean Rooms

Nu

mb

er o

f S

tud

ents

Number of Minutes

B.

25

2

3

4

5

6

1

30 35 40 45 50

Time to Clean Rooms

Nu

mb

er o

f S

tud

ents

Number of Minutes

0

C.

25

4

6

8

10

12

2

30 35 40 45 50

Time to Clean Rooms

Nu

mb

er o

f S

tud

ents

Number of Minutes

0

D.

25

4

6

8

10

12

2

30 35 40 45 50

Time to Clean Rooms

Nu

mb

er o

f S

tud

ents

Number of Minutes

0

Screener Test IV

STOP!


36. Which line plot correctly displays the data from this frequency table?

Average Number of Minutes Students Take to Eat Breakfast

Number of Minutes Number of Students

5 710 1115 520 525 1

A. Average Number of Minutes Students Take to Eat Breakfast

X X X X X X X

XXXXXXX X XX X XX X XX X XX X X X

5 10 15 20 25Number of Minutes

B. Average Number of Minutes Students Take to Eat Breakfast

XX X X X

1 5 7 11

Number of Students

C. Average Number of Minutes Students Take to Eat Breakfast

XX XX XX X X XX X X XX X X XX X X XX X X X X

5 10 15 20 25

Number of Minutes

D. Average Number of Minutes Students Take to Eat Breakfast

XXXX

X XX XX X X XX X X XX X X XX X X XX X X X X5 10 15 20 25

Number of Minutes


Screener Test IV Answer Key

Question Number

Answer Key

Content Description Unit

1 A Uses knowledge of place value to order multidigit numbers using equality symbols

Beginning Place Value

2 ADevelops an understanding of the base-ten system and place-value concepts by representing three-digit numbers accurately with a model

3 BDevelops an understanding of the base-ten system and place-value concepts by skip counting in multiples of 4s and using a model

4 DDevelops an understanding of the base-ten system and place-value concepts by skip counting in multiples of 10 and using a model

5 DUses place value and properties of operations to recognize equivalent representations of a given two-digit number (such as “ten” and “ten ones”)

6 C

Develops an understanding of the base-ten system and place value by solving a simple addition problem that involves identifying a three-digit number given the number of hundreds and tens

7 C

Develops an understanding of the base-ten system and place-value concepts, including counting in multiples of hundreds, tens, and ones, by filling in the missing number in a numerical pattern

Knowing Addition and Subtraction

Facts

8 AUses known addition facts and an understanding of the inverse relationship between addition and subtraction to solve a problem

9 D

Solves addition problems in the context of a word problem by using efficient procedures for adding and subtracting, including applying place value knowledge, counting by tens and ones, and using known addition facts

10 C Solves addition problems using the commutative property of addition

11 CUses known addition facts and an understanding of the inverse relationship between addition and subtraction to solve a problem

12 B

Solves subtraction problems in the context of a word problem by using efficient procedures, including applying place value knowledge, counting by tens and ones, and using known subtraction facts



Question Number

Answer Key


13 A

Applies an understanding of models of addition and subtraction and relationships and properties of numbers (such as place value) to recognize the expanded form of an addition expression that matches a word problem

Understanding Addition and Subtraction

14 B Uses known addition facts and related subtraction facts to solve a two-step word problem

15 CDevelops an understanding of models of addition and subtraction by identifying the addition process in a word problem and matching it with a number line

16 B

Solves addition problems involving two digits in the context of a word problem by using efficient procedures for adding and subtracting, including applying place value knowledge

17 D Selects and applies appropriate methods to solve a word problem that involves adding and subtracting

18 DDevelops an understanding of models of addition and subtraction by matching an expression to a number line

19 B Uses multiplication strategies of halving and doubling to find an equivalent expression

Knowing Multiplication and Division

Facts

20 ADevelops an understanding of the meanings of multiplication of whole numbers using arrays, number patterns, and the commutative property

21 B

Identifies the appropriate calculation needed to solve a word problem and uses division strategies such as grouping and repeated subtraction to solve the problem

22 DSolves division problems using known multiplication and related division facts and by using strategies such as grouping, doubling, and halving

23 B Solves multiplication problems using number lines and strategies such as repeated addition

24 DCompares a variety of solution strategies in order to relate multiplication and division as inverse operations



Question Number

Answer Key


25 AUses an understanding of equal parts and the meanings of fractions to represent parts of a whole, parts of a set, or points or distances on a number line

Knowing Fractions

26 C Solves word problems by recognizing that the size of a fractional part is relative to the size of the whole

27 C Develops an understanding of the meanings of fractions by identifying a fraction on a number line

28 D Develops an understanding of the meanings of fractions by identifying a fraction on a ruler

29 A Develops an understanding of the uses of fractions by representing parts of a whole

30 BDevelops an understanding of the idea that the size of a fractional part is relative to the size of the whole by solving word problems involving fractions

31 CFinds relationships between different representations of the same data by analyzing a line plot to determine which one matches a given set of data

Tables, Charts, and Graphs

32 BDevelops an understanding of how to represent data by identifying the bar graph that accurately displays data presented in a word problem

33 D Plots points in the first quadrant of a coordinate grid

34 C Analyzes and extracts information from a bar graph in order to solve a problem

35 D

Analyzes different representations of data, including graphs in which the scale is not one-to one, in order to determine which representations display the same data

36 D Represents data from tables in line plots

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