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Grade 5 Core Standard III Assessment Geometry, Measurement and Algebra Name: Date: 5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral). Use the triangles below to answer questions 1 through 4 A B C D E 1. Which triangles are right triangles? _______________________________________________________________ 2. How many triangles are isosceles? _________________________________________________________________ 3. How many triangles have exactly two acute angles? ____________________________________________ 4. Which triangles are scalene? ________________________________________________________________________ 5. Which type of triangle is not possible to create? Explain your reasoning. A. acute scalene B. obtuse equilateral C. right isosceles D. acute isosceles It is NOT possible to create a/an ____________________________________________ triangle because … Name _______________________________ Date _______________________ 6. Label each triangle based on the given angle measures. 7. Classify each triangle as isosceles, equilateral, or scalene. 4 feet 4 feet 7 feet 8. Josie drew a triangle using the information below. • One angle measures 30° and one angle measures 60°. • None of the sides have the same length. Which best describes Josie’s triangle? A) equilateral right triangle B) isosceles right triangle C) obtuse right triangle D) scalene right triangle NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms. 9. A triangle has a base of 8 inches and a height of 12 inches. What is the area of the triangle? 10. What is the area of the parallelogram shown below? 5m 9m 11. A triangle with the same base and height as the parallelogram below has an area of 32 square feet. What is the area of the parallelogram? h b NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.3 Describe three-dimensional shapes (triangular and- rectangular prisms, cube, triangular- and square-based pyramids, cylinder, cone, and sphere) by the number of edges, faces, and/or vertices as well as types of faces. 12. Which shape does NOT have any faces, vertices, or edges? A) Cone C) Pyramid B) Cylinder D) Sphere 13. Complete the chart below: Cube Square Pyramid Triangular Prism Triangular Pyramid Faces Vertices Edges 5.3.4 Recognize volume as an attribute of three-dimensional space. 14. Which of these figures has volume? A) B) C) D) NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 15. Which measurement describes how much space is inside a triangular prism? A) Area C) Perimeter B) Faces D) Volume 5.3.5 Determine volume by finding the total number of same-sized units of volume that fill a three-dimensional shape without gaps or overlaps. 16. Which same size unit would fill the rectangular prism to the without any gaps or overlaps? A) B) C) right D) 17. How many cubes like the one shown to the right will be needed to fill the entire box? Show your work. 1 foot 1 foot 1 foot 4 feet 2 feet 8 feet 18. Draw a three dimensional shape with a volume of 40 cubic inches. NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. 19. What is the volume of the figure below? Explain your reasoning. = one cubic unit 20. What is the volume of the figure below? Explain your reasoning. = one cubic unit NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume. 21. What is the best estimate for the volume of the sphere shown in the cube below? A) More than 125 cubic inches. 5 inches B) Between 50 and125 cubic inches. C) Between 10 and 50 cubic inches. 5 inches 5 inches 22. Which formula can be used to find the volume of the triangular prism shown below? A) 20 (15 × 10 × 20) B) 2 C) 20 (15 × 10) 2 23 × 10 × 20 2 D) 15 × 62 × 20 2 23. The dimensions of the block of ice are shown in the diagram below. What units should be used to describe the volume of this block of ice? NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.8 Decompose three-dimensional shapes and find surface areas and volumes of triangular and rectangular prisms. 24. Which barn roof has the greatest surface area? 20 feet 10 feet 10 feet 30 feet 25 feet 25. Describe a time when you compared the volume of two objects (draw a picture of each object in the shaded area below and use the remaining space for your explanation). Object 1 Object 2 ______________________________________ ______________________________________ __ __ NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 4/20/2011 Name _______________________________ Date _______________________ 5.3.9 Identify and measure necessary attributes of shapes to use area, surface area, and volume formulas to solve problems (e.g., to find which of two gift boxes needs the most wrapping paper or has the greater volume?). 26. Which box (A or B) will hold more sand? Explain your reasoning. 5 cm Box B 4 cm Box A 2 cm 2 cm 7 cm 2 cm 27. Which box (1 or 2) would need more wrapping paper to cover completely without any gaps or overlaps? Explain your reasoning. 4 Box 1 6 2 7 Box 2 3 NCSD Math Renewal: Grade 5 Core Standard 3: Geometry, Measurement, and Algebra Assessment 2 4/20/2011