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

5•1

Name Date

1. The following equations involve different quantities and use different operations, yet produce the same
result. Use a place value chart and words to explain why this is true.

4.13 × 103 = 4130 413,000 ÷ 102 = 4130

2. Use an area model to explain the product of 4.6 and 3. Write the product in standard form, word form,
and expanded form.

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

3. Compare using >, <, or =.

a. 2 tenths + 11 hundredths 0.13

b. 13 tenths + 8 tenths + 32 hundredths 2.42

c. 342 hundredths + 7 tenths 3 + 49 hundredths

1 1
d. 2 + 31 × + 14 × 2.324
10 100

1 1
e. 14 + 72 × +4× 21.24
10 1000

f. 0.3 × 102 + 0.007 × 103 0.3 × 10 + 0.7 × 102

Module 1: Place Value and Decimal Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

4. Dr. Mann mixed 10.357 g of chemical A, 12.062 g of chemical B, and 7.506 g of chemical C to make
5 doses of medicine.

a. About how much medicine did he make in grams? Estimate the amount of each chemical by
rounding to the nearest tenth of a gram before finding the sum. Show all your thinking.

b. Find the actual amount of medicine mixed by Dr. Mann. What is the difference between your
estimate and the actual amount?

c. How many grams are in one dose of medicine? Explain your strategy for solving this problem.

d. Round the weight of one dose to the nearest gram.

Module 1: Place Value and Decimal Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

End-of-Module Assessment Task Topics A–F

Standards Addressed
Generalize place value understanding for multi-digit whole numbers.
5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as
it represents in the place to its right and 1/10 of what it represents in the place to its left.
5.NBT.2. Explain patterns in the number of zeros of the product when multiplying a number by
powers of 10, and explain patterns in the placement of the decimal point when a decimal
is multiplied or divided by a power of 10. Use whole-number exponents to denote powers
of 10.
5.NBT.3 Read, write, and compare decimals to thousandths.
a. Read and write decimals to thousandths using base-ten numerals, number names,
and expanded form, e.g., 347.392 = 3 × 100 + 4 × 10 + 7 × 1 + 3 × (1/10) + 9 × (1/100)
+ 2 × (1/1000).
b. Compare two decimals to thousandths based on meanings of the digits in each place,
using >, =, and < symbols to record the results of comparisons.
5.NBT.4 Use place value understanding to round decimals to any place.
Perform operations with multi-digit whole numbers and with decimals to hundredths.
5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or
drawings and strategies based on place value, properties of operations, and/or the
relationship between addition and subtraction; relate the strategy to a written method
and explain the reasoning used.
Convert like measurement units within a given measurement system.
5.MD.1 Convert among different-sized standard measurement units within a given measurement
system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real
world problems.

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.

Module 1: Place Value and Decimal Fractions

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

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 Student is unable to Student attempts but is Student correctly draws Student correctly:
provide a correct not able to accurately the place value chart  Draws the place
5.NBT.1 response. draw the place value but does not show full value chart showing
5.NBT.2 chart or explain reasoning or explains movement of digits.
reasoning fully. reasoning fully, but the
 Explains the
place value chart does
movement of units
not match the
to the left for
reasoning.
multiplication and
the movement of
units to the right for
division.

2 Student is unable to Student attempts to Student uses the area Student correctly:
use the area model to use an area model to model to multiply but  Draws an area
5.NBT.7 find the product. multiply but does so does not find the model.
inaccurately. Student correct product. The
 Shows work to find
attempts to write student accurately
the product of 13.8.
either the word or produces a word and
expanded form of an expanded form of an  Accurately expresses
inaccurate product. inaccurate product. the product in both
word and expanded
form.

3 Student answers none Student answers two or Student answers four Student correctly
or one part correctly. three answers or five answers answers all six parts.
5.NBT.3a correctly. correctly. a. > d. >
5.NBT.3b b. = e. <
c. > f. <

Module 1: Place Value and Decimal Fractions

248

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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

A Progression Toward Mastery

4 The student answers The student answers The student is able to The student correctly:
none or one part two parts correctly. find all answers a. Estimates 10.357 g
5.NBT.1 correctly. correctly but is unable to 10.4 g, 12.062 g
5.NBT.2 to explain the strategy to 12.1 g, and
5.NBT.3a in Part (c) or answers 7.506 g as 7.5 g;
5.NBT.3b three of the four parts finds the sum 30 g;
correctly. shows work or
5.NBT.4
5.NBT.7 model.
5.MD.1 b. Finds the sum
29.925 g and the
difference 0.075 g.
c. Finds the quotient
5.985 g and
explains accurately
the strategy used.
d. Rounds 5.985 g
to 6 g.

Module 1: Place Value and Decimal Fractions

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This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G5-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

Module 1: Place Value and Decimal Fractions

250

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G5-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

Module 1: Place Value and Decimal Fractions

251

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G5-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
5•1
New York State Common Core

Module 1: Place Value and Decimal Fractions

252

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G5-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.