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Grade 5 MATH:Oregon Department of Education Standards f

or Practice or Progress Monitoring.

These problems are presented in an OAKS testing format.

This booklet will focus ONLY on the items in Bold Black [5.2.3 and 5.2.5] in the table below.

Book #5

Teachers: To assure that the above standards are understood, always remind, ask and show your students:

5.2.3What estimation strategy can you use to determine whether or not your answer is reasonable?

BRIDGES CORRELATION to 5.2.3

Grade 5Unit 2, Sessions 14–17Unit 4, Sessions 2, 4–10Home Connections, Vol. 1: HC’s 19, 32, 35, 36, 41May Computational FluencySet A3 Number & Operations: Estimating to Multiply & Divide, Independent Worksheets 1, 2 & 3Set A4 Number & Operations: Long Division, Activities 1 & 2Bridges Practice Book, pages 37, 38, 39, 64, 85, 91, 99, 131InformalBridges Practice Book, pages 37, 38, 39, 64, 85, 91, 99, 131FormalUnit 4, Sessions 1 & 21 (Unit Post-Assessment, and Student Reflection Sheet)

5.2.1 Apply understanding of models for division (e.g., equal-sized groups, arrays, area models, equal intervals on the number line) and the relationship of division to multiplication to solve problems.

5.2.2 Apply concepts of place value and the properties of operations to solve problems involving division.

5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

5.2.4 Develop and use accurate, efficient and generalizable methods to find quotients for multi-digit division problems.

5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

5.2.6 Determine the most appropriate form of the quotient and interpret the remainder in a problem situation.

The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD.

The concept of this booklet was created by Rick & Susan Richmond© Rick & Susan Richmond 2010 Revision: Original 03-2010 Revision 10-2011

No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District.

5.2.5How does understanding place value and number properties help you explain the steps in division?

BRIDGES CORRELATION to 5.2.5

Grade 5Unit 4, Sessions 6-10Home Connections, Vol. 2: HC’s 42, 47–49, 52, 60–61February Computational FluencyMay Computational FluencySet A4 Number & Operations: Long Division, Activities 1 & 2Bridges Practice Book, pages 79, 99InformalBridges Practice Book, pages 79, 99FormalUnit 4, Session 21 (Unit Post-Assessment, and Student Reflection Sheet)

Current Standard:5.2 Number and Operations and Algebra: Develop an understanding of and fluency with division of whole numbers.

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Rick and Susan Richmond 2011 - 2012

5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

10. Hamburger buns come in packages of 8.

What is the least number of packages needed for ten people, if you want to allow for each person to have 2 hamburgers?

A. 2 Packages

B. 3 Packages

C. 4 Packages

D. 5 Packages

1. About how much does each can of sugar-free soda cost if a case of 24 costs $5.99?

A. $0.23

B. $0.24

C. $0.25

D. $0.26

Rick and Susan Richmond 2011 - 2012

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5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

9. The scouts in Lincoln City collected 594 cans of food Now they’re going to put the cans into bags to take to the Food Bank.

If they put 21 cans in each bag, about how many bags of food can they make?

A. 25

B. 27

C. 29

D. 31

Rick and Susan Richmond 2011 - 2012 Rick and Susan Richmond 2011 - 2012

2. There are 113 people in line to ride the bumper cars.

If 6 people can go on each round, about how many rounds will it take for all the people to ride?

A. 10

B. 12

C. 14

D. 18

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5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

5.2.3 Select and use appropriate estimation strategies for division (e.g., use benchmarks, overestimate, underestimate, round) to calculate mentally based on the problem situation when computing with whole numbers.

3. A grocery store chain has $9,858 to buy new shelves.

If each shelf costs six dollars, how many shelves can the grocery store purchase?

A. 1,625

B. 1850

C. 1342

D. 1710

8. Given that 6 ÷ 3 = 2, 9 ÷ 3 = 3 and 3 ÷ 3 = 1, find 693 ÷ 3

A. 132

B. 231

C. 321

D. 312

Rick and Susan Richmond 2011 - 2012Rick and Susan Richmond 2011 - 2012

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5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties..

5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

4 11 66 113

7. Look at these numbers:

Which two numbers in the box have the quotient of 6?

A. 4 and 11

B. 66 and 113

C. 11 and 66

D. 11 and 133

4. Look at these numbers:

Choose two numbers from the box to complete the division sentence.

A. 66 and 9

B. 9 and 45

C. 45 and 11

D. 66 and 11

9 11 45 66

÷ = 6

Rick and Susan Richmond 2011 - 2012 Rick and Susan Richmond 2011 - 2012

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Do your work here:Do your work here:

5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties.

5.2.5 Develop fluency with efficient procedures for dividing whole numbers and justify why the procedures work on the basis of place value and number properties..

5. Complete the pattern:

÷ 70 = 2

÷ 700 = 2

÷ 7,000 = 2

A. 14 14014,000

B. 141,40014,000

C. 1401,40014,000

D. 141401400

Rick and Susan Richmond 2011 - 2012

6. Farmer Brown loaded 190 pumpkins into 10 crates. Each crate weighed 500 lbs.

What would be the best method to calculate the approximate weight of each pumpkin?

A. (10 ÷ 500) ÷ 190

B. (10 x 500) ÷ 190

C. 190 ÷ 10 x 500

D. 190 ÷ (500 x 10)

Rick and Susan Richmond 2011 - 2012