Virginia Mathematics Checkpoint Assessment
MATHEMATICS 5.4
Strand: Computation and Estimation
Standards of Learning Blueprint Summary
Reporting Category
Number & Number Sense
Computation & Estimation
Measurement & Geometry
Grade 5 SOL
5.1, 5.2(a-b), 5.3(a-b)
5.4, 5.5(a-b), 5.6, 5.7
5.8(a-e), 5.9, 5.10, 5.11,
5.12(a-b), 5.13(a-b)
5.14, 5.15, 5.16(b-d), 5.17,
5.18(a-d), 5.19
5.16(a)
Probability, Statistics, Patterns,
Functions, & Algebra
Excluded from Testing
Number of Operational Items
Number of Field-Test Items
Total Number of Items on Test
Number of Items
7
13
12
18
50
10
60
Virginia Mathematics SOL Test Cut Scores
Failing Scores
Test
Math 3
Math 4
Math 5
Math 6
Math 7
Math 8
Algebra I
Geometry
Algebra II
Basic
# correct
% correct
16 of 40
17 of 50
18 of 50
16 of 50
17 of 50
17 of 50
n/a
n/a
n/a
40%
34%
36%
32%
34%
34%
n/a
n/a
n/a
Passing Scores
Proficient
Minimum
Minimum
# correct
% correct
26 of 40
65%
31 of 50
62%
31 of 50
62%
28 of 50
56%
31 of 50
62%
31 of 50
62%
25 of 50
50%
25 of 50
50%
27 of 50
54%
Mathematics Checkpoint 5.4
Advanced
Minimum
Minimum
# correct
% correct
36 of 40
90%
45 of 50
90%
45 of 50
90%
45 of 50
90%
45 of 50
90%
46 of 50
92%
45 of 50
90%
44 of 50
88%
43 of 50
86%
Page 1
Checkpoint Items
1. Directions: After showing your thinking, circle the box you want to select.
Find the estimated product. Select the correct estimation from the boxes below.
4,253 x 19 =
80,807
80,000
Mathematics Checkpoint 5.4
90,000
Page 2
2. Directions: After showing your thinking, circle the box you want to select.
Find the estimated quotient. Select the correct estimation from the boxes below.
34 639
27
30
Mathematics Checkpoint 5.4
20
Page 3
3. Directions: After showing your thinking, circle the box you want to select.
Max and his brother were playing a video game. Max had a total score of 45,910
points. His score was 29,899 points higher than his brother’s score. What was
Max’s brother’s score?
24,181 points
16,011 points
Mathematics Checkpoint 5.4
20,831 points
Page 4
4. Directions: After showing your thinking, write your answer in the box.
The car dealership just received a new shipment of cars. There were already 129
cars on the lot. The shipment brought in an additional 63 cars. If the manager
wanted to divide all the cars into 6 equal rows, how many cars would be in each
row?
cars
Mathematics Checkpoint 5.4
Page 5
5. Directions: After showing your thinking, write your answer in the box.
The store owner knew that for back-to-school sales she would need to order
extra notebooks. Usually she orders 3 cases of notebooks each month. Each case
holds 125 notebooks. To prepare for the back-to-school sales, the store owner
ordered an additional 6 cases in the month of August. How many total notebooks
did the store owner have to sell in August?
notebooks
Mathematics Checkpoint 5.4
Page 6
6. Directions: After showing your thinking, circle the box you want to select.
The marching band director always places the band members in rows to march.
Last year there were 149 marching band members. 26 of those members
graduated and are no longer in the band. This year there are an additional 47
new members who joined the band. If the marching band director puts the
members into 4 equal rows, how many members would be left over?
3
2
Mathematics Checkpoint 5.4
1
Page 7
7. Directions: After showing your thinking, write your answer in the box.
Solve.
(4,567 + 6,892) – 3,872 =
Mathematics Checkpoint 5.4
Page 8
8. Directions: After showing your thinking, write your answer in the box provided below.
Solve.
(5,894 x 52) – 4,569 =
Mathematics Checkpoint 5.4
Page 9
Checkpoint Solutions
SOL 5.4 The student will create and solve single-step and multistep practical problems involving
addition, subtraction, multiplication, and division with and without remainders of whole numbers.
Essential Knowledge and Skills
a. Select appropriate methods and tools from among paper and pencil, estimation, mental computation, and calculators
according to the context and nature of the computation in order to compute with whole numbers
b. Create single-step and multistep problems involving the operations of addition, subtraction, multiplication, and
division with and without remainders of whole numbers, using practical situations
c. Estimate the sum, difference, product, and quotient of whole number computations
d. Solve single-step and multistep problems involving addition, subtraction, multiplication, and division with and without
remainders of whole numbers, using paper and pencil, mental computation, and calculators in which
1. sums, differences, and products will not exceed five digits
2. multipliers will not exceed two digits
3. divisors will not exceed two digits
4. dividends will not exceed four digits
e. Use two or more operational steps to solve a multistep problem. Operations can be the same or different
Item
Answer/Solution
SOL/EKS
Code
1
80,000
5.4c
2
20
5.4c
3
16,011 points
5.4d
4
32
5.4d
5
1,125
5.4d
6
2
5.4d
7
7,587
5.4e
8
301,919
5.4e
Essential Knowledge and Skills
Estimate the sum, difference, product, and quotient of
whole number computations
Estimate the sum, difference, product, and quotient of
whole number computations
Solve single-step and multistep problems involving
addition, subtraction, multiplication, and division with and
without remainders of whole numbers, using paper and
pencil, mental computation, and calculators
Solve single-step and multistep problems involving
addition, subtraction, multiplication, and division with and
without remainders of whole numbers, using paper and
pencil, mental computation, and calculators
Solve single-step and multistep problems involving
addition, subtraction, multiplication, and division with and
without remainders of whole numbers, using paper and
pencil, mental computation, and calculators
Solve single-step and multistep problems involving
addition, subtraction, multiplication, and division with and
without remainders of whole numbers, using paper and
pencil, mental computation, and calculators
Use two or more operational steps to solve a multistep
problem. Operations can be the same or different
Use two or more operational steps to solve a multistep
problem. Operations can be the same or different
Mathematics Checkpoint 5.4
Page 10