5th Gr. Math FSA OA Review 2015 By: [email protected]

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{"cattitle-1":"Order of Operations","cat1q1":"An expression is shown: \n6 x (4 + 5) + 100 \n\nWhat is the value of the expression?","cat1qmediaimage1":"","cat1a1":"A: 154 \n6 x (4 + 5) + 100 \n\n1. (4+5) = 9\n\n2. 6 x 9 = 54\n\n3. 54 + 100 = 154","cat1amediaimage1":"","cat1v1":"100","cat1q2":"An expression is shown. \n6 x ( 4 + 2 x 3) - 7 \n\nWhat is the value of the expression? ","cat1qmediaimage2":"","cat1a2":"A: 173\n1. (4 + 2 x 3 ) = 2 x 3 = 6 + 4 = 10 \n\n2. 10 x 18 = 180 \n\n3. 180 - 7 = 173 ","cat1amediaimage2":"","cat1v2":"200","cat1q3":"An expression is shown. \n½ x [(4+6) x 3] - 9 \n\nWhat is the value of the expression? ","cat1qmediaimage3":"","cat1a3":"A: 6\n1. [(4 + 6) x 3 ] = (4 + 6) = 10 x 3 = 30\n\n2. ½ x 30 = 15 \n\n3. 15 - 9 = 6 ","cat1amediaimage3":"","cat1v3":"300","cat1q4":"A numerical expression is evaluated as shown: \n½ x {3 x 2 + 7} + 12\n\nLine 1: {3 x 2 + 8} = 2 + 8 = 10 x 3 = 30\n\nLine 2: ½ x 30 = 15 \n\nLine 3: 15 + 12 = 27 \n\nWhich line does a mistake appear first? ","cat1qmediaimage4":"","cat1a4":"Line 1: {3 x 2 + 8} = 2 + 8 = 10 x 3 = 30\nYou must multiply first before you add. \n\nCorrect answer: {3 x 2 + 8} = 3 x 2 = 6 + 8 = 14 ","cat1amediaimage4":"","cat1v4":"400","cat1q5":"An expression is shown: \n3 + 8 - 4 x 2 - 12 \n\nCreate an equivalent expression that includes a set of parentheses so that the value of the expression is 2. ","cat1qmediaimage5":"","cat1a5":"Answers may vary. \nSample answer: (3 + 8 - 4) x 2 - 12 = 2 \n\n(3 + 8 - 4) = 7\n\n7 x 2 - 12 = 2","cat1amediaimage5":"","cat1v5":"500","cattitle-2":"Create an Expression","cat2q1":"An expression is described in words. \nDivide 10 by 2, then subtract 1\n\nCreate an expression using numbers and symbols. ","cat2qmediaimage1":"","cat2a1":"10 ÷ 2 - 1 \n*remember expressions do not have an equal sign ","cat2amediaimage1":"","cat2v1":"100","cat2q2":"An expression is described in words. \nSubtract 6 from 9 then multiply by 4 \n\nCreate an expression using numbers and symbols. ","cat2qmediaimage2":"","cat2a2":"9 - 6 x 4\n*remember expressions do not have an equal sign ","cat2amediaimage2":"","cat2v2":"200","cat2q3":"An expression is described in words.\nAdd 6 and 14, then triple the sum, then add three-fourths. \n\nCreate an expression using numbers and symbols. ","cat2qmediaimage3":"","cat2a3":"(6 + 14) x 3 + ¾","cat2amediaimage3":"","cat2v3":"300","cat2q4":"An expression is shown. \n18 + ½(5 - 4) \n\nWhich statement describes the expression? \n\nA. Half of the difference of 5 and 4 added to 18.\n\nB. Subtract half of the quantity of 5 and 4 from 18. \n\nC. The sum of 18 and half of the product of 5 and 4. \n\nD. Half of 5 added to 18 minus 4. ","cat2qmediaimage4":"","cat2a4":"A. Half of the difference of 5 and 4 added to 18.\nAn expression is shown. \n\n18 + ½(5 - 4) ","cat2amediaimage4":"","cat2v4":"400","cat2q5":"An expression is shown. \n3 x 4 x 5 - 5 + 3 \n\nWhich statement describes this expression? \n\nA. Three more than 5 subtracted from the sum of 3, 4, and 5 \n\nB. The product of 3, 4, and 5 subtracted from 5 plus 3 \n\nC. Multiply 3, 4, and 5, then subtract 5 and add 3. \n\nD. Three added to 5, then subtracted from the product of 3, 4, and 5 ","cat2qmediaimage5":"","cat2a5":"C. Multiply 3, 4, and 5, then subtract 5 and add 3. \nWhy B. The product of 3, 4, and 5 subtracted from 5 plus 3 is not correct... you do not add 5 plus 3 first you work right to left and subtract 5 then add 3. ","cat2amediaimage5":"","cat2v5":"500","cattitle-3":"Number Patterns","cat3q1":"","cat3qmediaimage1":"","cat3a1":"","cat3amediaimage1":"","cat3v1":"100","cat3q2":"Michael and John are creating patterns. \n Michael uses the rule “multiply by 2” and starts at 5. \n\n John uses the rule “add 2” and starts at 16. \n\nFor which term is Michael’s number equal to John’s number? ","cat3qmediaimage2":"","cat3a2":"Michael: 5, 10, 20, 40 \nJohn: 16, 18, 20, 22\n\nThe term both Michael and John share equally is 20. ","cat3amediaimage2":"","cat3v2":"200","cat3q3":"Michael and John are creating patterns. Each pattern starts at 1. \n Michael uses the rule “multiply by 2, then add 2.” \n\n John uses the rule “multiply by 2, then add 4.” \n\nWhat are the first three terms of each boy's sequence? ","cat3qmediaimage3":"","cat3a3":"Michael: 1, 4, 10, 22\nJohn: 1, 6, 16, 36 ","cat3amediaimage3":"","cat3v3":"300","cat3q4":"Michael and John are creating patterns. Each pattern starts at 1. \n Michael uses the rule “multiply by 3, then add 1.” \n\n John uses the rule “multiply by 5, then subtract 2.” \n\nWhat are the first three terms of each boy's sequence? ","cat3qmediaimage4":"","cat3a4":"Michael: 1, 4, 13, 40\nJohn: 1, 3, 13, 63","cat3amediaimage4":"","cat3v4":"400","cat3q5":"Michael and John each created a numeric pattern. Both patterns start with 0. \nThe terms in Michael’s pattern are always two times the same terms in John’s pattern. \n\nWhat could be the rules for the two patterns? \n\nA. Michael: Add 2 \n\nJohn: Add 0 \n\nB. Michael: Add 6 \n\nJohn: Add 3 \n\nC. Michael: Multiply by 2 \n\nJohn: Multiply by 0 \n\nD. Michael: Multiply by 6 \n\nJohn: Multiply by 3 ","cat3qmediaimage5":"","cat3a5":"B. Michael: Add 6 \nJohn: Add 3 \n\n\n\nMichael: 0, 6, 12, 18\n\nJohn: 0, 3, 6, 9, ","cat3amediaimage5":"","cat3v5":"500","cattitle-4":"","cat4q1":"","cat4qmediaimage1":"","cat4a1":"","cat4amediaimage1":"","cat4v1":"100","cat4q2":"","cat4qmediaimage2":"","cat4a2":"","cat4amediaimage2":"","cat4v2":"200","cat4q3":"","cat4qmediaimage3":"","cat4a3":"","cat4amediaimage3":"","cat4v3":"300","cat4q4":"","cat4qmediaimage4":"","cat4a4":"","cat4amediaimage4":"","cat4v4":"400","cat4q5":"","cat4qmediaimage5":"","cat4a5":"","cat4amediaimage5":"","cat4v5":"500","cattitle-5":"","cat5q1":"","cat5qmediaimage1":"","cat5a1":"","cat5amediaimage1":"","cat5v1":"100","cat5q2":"","cat5qmediaimage2":"","cat5a2":"","cat5amediaimage2":"","cat5v2":"200","cat5q3":"","cat5qmediaimage3":"","cat5a3":"","cat5amediaimage3":"","cat5v3":"300","cat5q4":"","cat5qmediaimage4":"","cat5a4":"","cat5amediaimage4":"","cat5v4":"400","cat5q5":"","cat5qmediaimage5":"","cat5a5":"","cat5amediaimage5":"","cat5v5":"500","cattitle-6":"","cat6q1":"","cat6qmediaimage1":"","cat6a1":"","cat6amediaimage1":"","cat6v1":"100","cat6q2":"","cat6qmediaimage2":"","cat6a2":"","cat6amediaimage2":"","cat6v2":"200","cat6q3":"","cat6qmediaimage3":"","cat6a3":"","cat6amediaimage3":"","cat6v3":"300","cat6q4":"","cat6qmediaimage4":"","cat6a4":"","cat6amediaimage4":"","cat6v4":"400","cat6q5":"","cat6qmediaimage5":"","cat6a5":"","cat6amediaimage5":"","cat6v5":"500","board-notes":"","board-custom-background":"","board-custom-color-main":"#ff851b","board-custom-color-sec":"#eeeeee"}
Board Category: 
5th Gr. Math FSA OA Review 2015
Math
5th grade
Florida

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