CORE Assessment Module
Module Overview
Content Area
Title
Grade Level
Problem Type
Standards for
Mathematical
Practice
Common Core
State
Standards
SBAC
Assessment
Claims
Task
Overview
Module
Components
Module Overview
Mathematics
Carnival Day
Grade 5
Performance Task
Mathematical Practice 2 (MP2): Reason abstractly and quantitatively.
Mathematically proficient students:
 Make sense of quantities and their relationships in problem situations.
 Bring two complementary abilities to bear on problems involving
quantitative relationships:
o Decontextualize—to abstract a given situation and represent it
symbolically; and manipulate the representing symbols as if they have a
life of their own, without necessarily attending to their referents) and
o Contextualize— to pause as needed during the manipulation process in
order to probe into the referents for the symbols involved).
Use quantitative reasoning that entails creating a coherent representation of the
problem at hand, considering the units involved, attending to the meaning of
quantities (not just how to compute them) and knowing and flexibly using different
properties of operations and objects.
5.NF.1 Add and subtract fractions with unlike denominators (including mixed
numbers) by replacing given fractions with equivalent fractions in such a
way as to produce an equivalent sum or difference of fractions with like
denominators.
5.NF.2 Solve word problems involving addition and subtraction of fractions
referring to the same whole, including cases of unlike denominators, e.g.,
by using visual fraction models or equations to represent the problem. Use
benchmark fractions and number sense of fractions to estimate mentally
and assess the reasonableness of answers.
Claim 2: Problem Solving—Students can solve a range of complex well-posed
problems in pure and applied mathematics, making productive use of
knowledge and problem solving strategies.
Students will be asked to solve some constructed response questions involving
addition of fractions with unlike denominators and solve problems in a
real-world context.
1) Scoring Guide
2) Task
Page 1
Carnival Day
Scoring Guide
Part
Description
Credit for specific aspects of performance should be given as follows:
Points
Total
Points
1
1. Student gives correct answer: Finding the difference (5/12)
Student shows equation or drawing (May include correct process,
but incorrect arithmetic)
1
1
4
2. Student writes an accurate sentence and answer: Who is 5/8 from
ringing the bell? Marcus
Student gives correct number sentence: 1 – 5/8 = 3/8
3. Student gives correct answer: Tony is incorrect.
Estimation is reasonable: 2/3 + ¼ + almost ½ is more than 1
Answer is justified.
4. Student gives correct answer: 4/15 is left
Explanation is reasonable: I added up 1/3 and 2/5 and then
subtracted from 1.
Student draws a picture or writes an equation
1
2
3
5. Student gives correct answer: 1/10 of the area is left (or 3/30)
Explanation is reasonable: I added 1/3, 2/5, and 1/6 and then
subtracted from 1.
Student draws a picture or writes an equation
6. Student gives correct answer: The recipe must add up to 1 and
include 3 ingredients of different amounts.
7. Student gives correct answer: The recipe must include all of the
ingredients in fractional parts and include a cup total.
8. Student gives correct answer: The peanut amount from the recipe
must be subtracted from the total.
Explanation of subtraction includes using equivalent fractions.
TOTAL POINTS:
(possible points = 20 points)
Math Grade 5: Scoring Guide
1
1
1
1
1
1
1
3
6
1
1
1
2
7
3
1
1
Page 2
Student Name ______________________
Carnival Day
It’s Carnival Day at Sunshine Elementary School. You and your friends are excited.
Part 1
One of the games is to test your strength. You hit a button with a
hammer and it shoots a metal ball up toward a bell. Tamara’s ball
went 2/3 of the way up, Marcus’s ball went 3/8 of the way up, and
your ball went 1/4 of the way up.
1. What is the difference between the highest and the lowest hit?
How do you know you’re right? Explain and draw a picture or
write an equation.
2. One of you is 5/8 away from ringing the bell. Who is it? Write an equation to show how
you got your answer.
3. Tony has been watching you. He laughs and says that all three of your measurements
put together would not reach the bell. Estimate using benchmark fractions to see if Tony
is correct. Explain and justify your position.
Math Grade 5: Carnival Day
Page 1
Student Name ______________________
Part 2
4. Last year the games took up 2/5 of the playground area for the carnival. The food and
other snack booths took up 1/3 of the area. How much space was left for the eating
tables? Explain how you know you’re right and draw a picture or write an equation.
5. The principal reminded you that there were also two prize booths. The booths went near
the eating tables and took up 1/6 of the area. Now how much space was left for the
tables? Show your work, include a drawing or equation.
Part 3
Congratulations! Your class has been selected to supply something for one of the food booths.
Your teacher decides to make a trail mix. For the treat, each student will be allowed to make
one cup of snack mix to eat and then some to sell at the booth.
You may select from these ingredients: coconut, raisins, marshmallows, chocolate chips,
cereal, and peanuts.
6. Choose three ingredients from the above list. Write a recipe for 1 cup of snack mix you
would like for yourself. Use fractions, but do not use equal amounts of any ingredients.
Math Grade 5: Carnival Day
Page 2
Student Name ______________________
7. Now write a recipe for a class of 24 students, using all ingredients, but different amounts
of each ingredient. Only one ingredient may be a whole number. How many cups total
will your recipe make?
8. Oops! Your teacher is worried someone might be allergic to peanuts, so peanuts will not
be included in the recipe for the class. Now what would be the total number of cups of
snack mix without the peanuts? Explain how you know you’re correct
Math Grade 5: Carnival Day
Page 3