STUDENT NAME: __________________________________

STUDENT SCORE: __________________________________

MISSISSIPPI ASSESSMENT PROGRAM (MAP)

MATHEMATICS
PRACTICE TESTLET
GRADE 5

Carey M. Wright, Ed.D., State Superintendent of Education

J.P. Beaudoin, Ed.D., Chief Research and Development Officer

February 2016
 A Joint Publication
Division of Research and Development, Office of Student Assessment
 Dr. J.P. Beaudoin, Chief Research and Development Officer
 Staci Curry, Director of Research and Development
 Walt Drane, Director of Operations and Test Security
 Marion Jones, Director of Support Services
 Richard Baliko, NAEP State Coordinator
 Sharon Prestridge, Special Populations Coordinator
 Vincent Segalini, MAP Program Coordinator
 Patrice Williams, MKAS2 Coordinator
 Kimberly Jones, SATP2 Coordinator

Office of the Chief Academic Officer

 Dr. Kim Benton, Chief Academic Officer
 Jean Massey, Executive Director, Office of Secondary Education
 Dr. Nathan Oakley, Executive Director, Office of Elementary Education and Reading
 Dr. Marla Davis, Bureau Director, Office of Secondary Education
 Dr. Shelita Brown, Secondary Mathematics Specialist, Office of Secondary Education
 Carol Ladner, Mathematics Professional Development Coordinator
 Elizabeth Fulmer, Mathematics Professional Development Coordinator

The Mississippi State Board of Education, the Mississippi Department of Education, the
Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for
the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
basis of race, sex, color, religion, national origin, age, or disability in the provision of
educational programs and services or employment opportunities and benefits. The following
office has been designated to handle inquiries and complaints regarding the non-discrimination
policies of the above-mentioned entities:

Director, Office of Human Resources

Mississippi Department of Education
359 North West Street
Suite 203
Jackson, Mississippi 39201
(601) 359-3511

MAP TESTLET-MATH-GRADE 5
MISSISSIPPI DEPARTMENT OF EDUCATION © 1
 Introduction

Purpose
The practice testlet is designed to provide students with an authentic opportunity to

practice items that are aligned to the Mississippi College-and Career-Readiness Standards and

that mirror those that will appear on the mathematics MAP assessment. The testlet is also

intended to provide teachers with data to drive classroom instruction and provide direct feedback

to students.

Structure

The mathematics testlet contains various item types that will be administered on the MAP

assessment, such as standard multiple choice, matching, multiple select, and fill in the blank. At

the end of the testlet are a series of performance task items, which will assess the performance

task standards found in the mathematics MAP blueprint.

Directions

1. Allow students to complete each item type and performance task in the testlet.

2. Teachers will review student responses to the items and score the items and the

performance task using the scoring key.

3. Teachers should review the results to determine the needed instructional approach.

4. Teachers can utilize the testlets as teaching tools to help students gain a deeper

understanding of the MS CCRS.

5. At the bottom left of each page is an item tag, which will contain the item number,

grade level, suggested DOK level, and the standard aligned to the item.

MAP TESTLET-MATH-GRADE 5
MISSISSIPPI DEPARTMENT OF EDUCATION © 2
1. The football team has a 25 gallon cooler filled with water for after school practice. There
are 32 players on the team and three coaches. If each person receives an equal share of the
water, how much, in gallons, will each person get to drink?

Select all answer choices that apply.

35
A. gallons
25

25
B. gallons
35

29
C. gallons
25

7
D. gallons
5

5
E. gallons
7

9
F. gallons
5

01-GR5-LV2-5.NF.3

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MISSISSIPPI DEPARTMENT OF EDUCATION © 3
2. Evaluate the expression 6  30  3  (5  2) .

A. 58

B. 14

C. 36

D. 48

02-GR5-LV2-5.OA.1

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3. Which statement describes the relationship between the 4 in 5,347,129 and the
4 in 4,823,165 ?

1
A. In the number 5,347,129 it is the value of 4 in 4,823,165 .
10
1
B. In the number 5,347,129 it is the value of 4 in 4,823,165 .
100
C. In the number 5,347,129 it is 10 times the value of 4 in 4,823,165 .

D. In the number 5,347,129 it is 100 times the value of 4 in 4,823,165 .

03-GR5-LV1-5.NBT.1

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4. Identify all the ways to rewrite the decimal 2.84. Select all answer choices that apply.

A. Two and eighty-four hundredths

B. Two and eighty-four tenths

8 4
C. 2  
10 100

D. 2(1) + 8(0.1) + 4(0.01)

E. 284 tenths

F. 284 hundredths

04-GR5-LV1-5.NBT.3

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5. The ABC Swim team’s average race times, in seconds, for the 100 meter freestyle are
included in the following table.

Average Time
Swimmer
(Seconds)
Myka 55.77
Ralph 54.29
Keon 52.02
Steve 54.78
Wen 52.55

Directions: Round each swimmer’s time to the nearest whole second to determine each
swimmer’s place on the team. Select one bubble per row to match the swimmer to their
placing on the team.

1st Place 2nd Place 3rd Place 4th Place 5th Place
Myka O O O O O
Ralph O O O O O
Keon O O O O O
Steve O O O O O
Wen O O O O O

05-GR5-LV2-5.NBT.4

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6. The model below represents the amount of time, in hours, each day Kaylee spent sleeping
over the last three days. Calculate the total amount of time in hours Kaylee spent sleeping
over the last three days. Note: 1 day = 24 hours.

A. 30.9 hours

B. 30 hours

C. 21 hours

D. 26.6 hours

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 14 2
7. Which statement below best explains how to subtract  ?
15 3

A. Subtract the numerators first then subtract the denominators.

14
B. Write an equivalent fraction for with 3 as the new denominator. Then subtract only
15
the numerators.

C. Write equivalent fractions for both fractions with 45 as the denominator. Then subtract
the numerators and denominators separately.

2
D. Write an equivalent fraction for with 15 as the new denominator. Then subtract only
3
the numerators.

07-GR5-LV2-5.NF.1

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8. A college football stadium has 12,084 seats. There are 19 sections in the stadium that has
the same number of seats.

Directions: For each equation, determine whether or not it can be used to find the number of
seats, s, in each section of the stadium.

Equation Yes No
12, 084 s  19 O O
19s  12, 084 O O
s  19  12, 084 O O
12, 084  19  s O O

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9. Yolanda drew a rectangle on the coordinate grid below to represent the shape of her new
swimming pool.

Which ordered pair represents a point “inside” Yolanda’s swimming pool?

A. (4, 5)

B. (5, 3)

C. (7,8)

D. (2,8)

09-GR5-LV1-5.G.2

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10. Which statement below best describes how to divide 4.25 ÷ 0.75?

A. Add 0.25 to the dividend and divisor and then divide.

B. Multiply the dividend and divisor by 10and then divide as you would with whole
numbers.

C. Multiply the dividend and divisor by 100 and then divide as you would with whole
numbers.

D. Multiply the dividend by 10 and the divisor by 100 and then divide as you would with
whole numbers.

10-GR5-LV2-5.NBT.7

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11. Directions: Determine whether each of the statements listed in the table are always,
sometimes, or never true.

Always Sometimes Never

Statement
True True True
A rhombus is a square. O O O
A rectangle is a square. O O O
A square is a parallelogram. O O O
A parallelogram is a rectangle. O O O
A triangle is a kite. O O O
A trapezoid is a quadrilateral. O O O

11-GR5-LV2-5.G.3

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12. Consider the following expressions.

5 1 5 8
 and 
6 4 6 2

Which statement(s) below best describe the products?

5 1 5
A. The product of  will be larger than the fraction .
6 4 6

5 1 5
B. The product of  will be smaller than the fraction .
6 4 6

5 8 5
C. The product of  will be larger than the fraction .
6 2 6

5 8 5
D. The product of  will be smaller than the fraction .
6 2 6

E. The two products will be the same since 8  2  4 .

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13. Select the statements that are true about the coordinate grid below.

A. The ordered pair (0, 0) is also called the center.

B. The x-axis shows the distance to the right of the y-axis where a point is located.

C. The ordered pair (3, 2) names a point 2 units to the right of 0 and 3 units above the
x-axis.

D. The y-axis shows the distance above the x-axis where a point is located.

E. The x-axis and y-axis intersect and form perpendicular lines.

13-GR5-LV1-5.G.1

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14. Select the correct expressions for the numerical calculations below.

Add four and six, then multiply the sum by eight. Divide the product by two, then triple the
quotient.

A. (4 + 6) × (8 ÷ 2) × 3

B. 8(4 + 6) ÷ (2 × 3)

C. (4 + 6) ÷ (8 × 2 × 3)

1
D. 8(4 + 6) × ×3
2

E. 8(4 + 6) ÷ 2 × 3

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 3 2
15. Atticus has 4 cups of flour left after making a cake. Kimie needs to borrow 2 cups of
5 3
flour to make cookies. How much flour will Atticus have remaining?

1
A. 2 cups
2

5
B. 2 cups
8

1
C. 2 cups
15

14
D. 1 cups
15

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16. Carmela multiplied two 3-digit numbers. Check Carmela’s work below to see if she made a
mistake in her calculations.

Where did Carmela make a mistake?

A. Step 4
B. Step 3
C. Step 1
D. Carmela did not make a mistake.

16-GR5-LV2-5.NBT.5

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17. Cruz loves to jump rope. He wants to beat the current record holder, Joey Motsay, who
holds the Guinness World Record for the longest time jumping rope without taking a
break.

Motsay set the record by jumping rope during a marathon session that lasted 120,000
seconds. Cruz was only able to jump rope for 29,700 seconds. How much time in
minutes did Cruz spend jumping rope?

A. 505 minutes

B. 495 minutes

C. 2, 000 minutes

D. 2, 013 minutes

17-GR5-LV2-5.MD.1

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18. Natalie is deciding on a new fish tank to buy. She determines the volume of each tank the
Exotic Fish Store has on sale.

Directions: Select one option per row to match the tank to its respective volume.

Tank A Tank B Tank C

2.5 ft 2.7 ft 3 ft
1 ft
5 ft 1.5 ft 1.5 ft
4 ft 1.7 ft
Figures not drawn to scale.

Tank 7.65 ft 3 12.5 ft 3 16.2 ft 3

Tank A O O O
Tank B O O O
Tank C O O O

18-GR5-LV2-5.MD.5b

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19. Four friends measure the length of the side walk in front of their respective houses. The
sidewalk measurements can be found in the following table.

Name Length
Sabra 6.1 decimeters
Alex 1.8 meters
Taj 91.4 centimeters
Maddie 1,219 millimeters

Maddie claims that her sidewalk is the longest because 1,219 is the largest number. Sabra
and the others disagree. Solve the argument by determining who has the longest sidewalk.

A. Sabra

B. Alex

C. Taj

D. Maddie

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20. The value 5 is added to each fraction displayed on the number line below. For which
16
fraction(s) listed below will the resulting sum still be on the number line provided?

Select the answer choices that apply.

1
A.
8

7
B.
8

1
C.
2

1
D.
4

5
E.
8

20-GR5-LV2-5.MD.2

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21. A rectangular prism has a length of seven inches, a width of three inches, and a height of
four inches. The rectangular prism will be filled with cubes that have edges of one inch.
Which scenario listed below is an example of how the volume of the rectangular prism can
be calculated?

A. Place 7 rows of 4 one-inch cubes on the bottom of the rectangular prism first and then
3 more such layers on top of the bottom layer.

B. Place 7 rows of 4 one-inch cubes on the bottom of the rectangular prism.

C. Place 7 one-inch cubes in one row, 4 one-inch cubes in a second row, and 3 one-inch
cubes in a third row.

D. Place 7 rows of 4 one-inch cubes in 3 layers of the rectangular prism.

21-GR5-LV2-5.MD.5
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22. Select all strategies that would help you find the volume of an object.

A. Walk around the outside of a fenced backyard that is 150 feet × 80 feet.

B. Cover a wall that is 12 feet × 15 feet with wallpaper.

C. Stack unit cubes to fill a shoe box.

D. Cover the top of a cube-shaped box with a lid.

E. Add unit cubes to a shipping box until the box is full.

22-GR5-LV1-5.MD.3a

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23. Directions: Compare the two values in the table below. Select the bubble that represents
the relationship between the two values.

Values > <

7.045 and 7.41 o o
0.082 and 0.08 o o
1.101 and 1.110 o o
0.591 and 0.519 o o
0.283 and 0.493 o o

23-GR5-LV1-5.NBT.3b

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 3 4
24. Each day Bowen wants to bike 8 miles. Today he biked of his goal distance.
4 5
How many miles did Bowen bike today?

A. 7 miles

B. 7 19 miles
20

3
C. 1 miles
4

4
D. 1 miles
5

24-GR5-LV2-5.NF.4a

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25. Pedro creates a map on a grid to display where his friends live in relationship to his house.

Directions: Determine which statements are true and which statements are false. Select
the appropriate bubbles.

D S
J
C
P

Yes No
Pedro’s house, P, is at the origin. o o
Charlie’s house, C, has the coordinates (1,8) . o o
Amie’s house, A, has the coordinates (3, 6) . o o
Jamel’s house, J, has the coordinates (2, 4) . o o

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 26. Which number is equivalent to 6 100  1102  7 101  4 103 ?

A. 4,176

B. 6,174

C. 7,146

D. 6,714

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 27. Stacy and Margie order a large pepperoni pizza with 12 slices. Together they eat at least
half of the pizza. Which combination(s) of fractions show the part of the pizza the girls
might have eaten?

Directions: Select the appropriate bubble in each row.

1 1
 
2 2
2 1
 o o
5 6
2 1
 o o
7 6
1 2
 o o
3 5

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 28. Nigel created two numerical patterns using two different rules.

Directions: Determine the rule for each pattern by selecting the correct bubble below.

Pattern A: 7, 14, 10, 20, 16, 32, 28

Pattern B: 3, 8, 7, 12, 11, 16, 15

Rule Pattern A Pattern B Neither

Multiply by 4 then add 2 o o o
Add 4 then subtract 2 o o o
Add 5 then subtract 1 o o o
Multiply by 2 then subtract 4 o o o
Subtract 5 then subtract 1 o o o

28-GR5-LV2-5.OA.3

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 2
29. Determine which of the following situations could represent the fraction or the
3
equivalent. Select all that apply.

A. Sarakin walked 4 out of 9 miles.

B. Mark shared a candy bar with 6 pieces between his 9 friends.

C. Marty ate 2 of the 3 cookies.

D. 8 sandwiches were shared between 12 friends.

E. Lizbeth practiced 3 of the 9 required hours for the week.

29-GR5-LV2-5.NF.3

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 Grade 5 Performance Task:
Directions: Use the following information to answer items 30-36. You will use the answer to
item 30 for all other items. The letters below correspond to the first letter of each color
(example, B9 = Blue 9, O6 = Orange 6).

The snap cubes below will be used to design a high-rise complex. Each snap cube represents a
building that has a length and width of 12 feet x 12 feet.

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30. You have a portion of a city block that is 17 yards x 17 yards to construct your high-rise
complex. The following three designs represent the top view of the complex from the air.

Design 1 Design 2 Design 3

P3 B9 Y10 G8 O4 Y10 P7 Y10 G8
P7 B9 P7 O4 B1 B9
O6 G8 O6 O4 O6 P3
G2 P3 G2 B1
B1 G2

Which design will accommodate the space given? Record your response in the space
below.

30-GR5-LV2-5.NBT.5
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 31. Each snap cube represents one story in the design you chose above. For example, B1 is
one story tall while O6 is six stories tall. Find the volume of each building and fill in the
table below. Note: 1 Story = 10 feet.

Volume in cubic ft.

B1
B9
G2
G8
P3
P7
O4
O6
Y10

31-GR5-LV2-5.MD.5c

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 32. What is the total volume, in cubic feet, of the design of the high-rise complex you chose
above? Record your response in the space below.

33. You decide to remove two buildings, B1 and B9, from your design of the high-rise
complex. How does this affect the overall volume of the complex? Record your response
in the space below.

32-GR5-LV2-5.MD.1, 33-GR5-LV2-5.MD.5c

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 34. What is the new volume of the high-rise complex, in cubic feet? Record your response in
the space below.

35. After removing the two buildings, you decide to increase both G2 and P3 to 5 story
buildings. How does this affect the volume of the entire complex? Record your response
in the space below.

34-GR5-LV2-5.MD.5c, 35-GR5-LV2-5.MD.5c

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 36. What is the new volume of the taller high-rise complex, in cubic feet? Record your
response in the space below.

36-GR5-LV2-5.MD.5c

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 Grade 5 Answer Key

Item Answer Standard Point Value

1 B, E 5.NF.3 1 pt
2 C 5.OA.1 1 pt
3 B 5.NBT.1 1 pt
4 A, C, D, F 5.NBT.3a 2 pts
5 A5, B3, C1, D4, E2 5.NBT.4 2 pts
6 D 5.NF.4a 1 pt
7 D 5.NF.1 1 pt
8 A2, B1, C2, D1 5.NBT.6 2 pts
9 A 5.G.2 1 pt
10 C 5.NBT.7 1 pt
11 A2, B2, C1, D2, E3, F1 5.G.3 2 pts
12 B, C 5.NF.5b 1 pt
13 B, D, E 5.G.1 1 pt
14 D, E 5.OA.2 1 pt
15 D 5.NF.1 1 pt
16 A 5.NBT.5 1 pt
17 B 5.MD.1 1 pt
18 A2, B3, C1 5.MD.5b 1 pt
19 B 5.MD.1 1 pt
20 A, C, D, E 5.MD.2 2 pts
21 D 5.MD.5a 1 pt
22 C, E 5.MD.3a 1 pt
23 A2, B1, C2, D1, E2 5.NBT.3b 2 pts
24 A 5.NF.4a 1 pt
25 A1, B2, C1, D2 5.G.2 2 pts
26 A 5.NBT.2 1 pt
27 A1, B2, C1 5.NF.2 1 pt
28 A3, B3, C2, D1, E3 5.OA.3 2 pts
29 B, C, D 5.NF.3 1 pt
30 Design 3 5.NBT.5 1 pt
31 B1: 1,440 5.MD.5c 3 pts
B9: 12,960
G2: 2,880
G8: 11,520
P3: 4,320
P7: 10,080
O4: 5,760
O6: 8,640
Y10: 14,400
32 72,000 cubic feet 5.MD.1 1 pt
33 It decreases. 5.MD.5c 1 pt
34 57,600 cubic feet 5.MD.5c 1 pt

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 Item Answer Standard Point Value
35 It increases. 5.MD.5c 1 pt
36 64,800 cubic feet 5.MD.5c 1 pt
Total Points 46 pts

Scoring Rules
Step #1: Use the answer key to view the maximum point value for each item.
Step #2: Add the total number of points the student has earned, and divide by the total number of
points possible.
Step #3: Determine if the student has earned at least 80% of the total points.

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MISSISSIPPI DEPARTMENT OF EDUCATION © 39