Saskatchewan Common Mathematics Assessments
Post Assessment
Outcome: N6.4 Extend understanding of multiplication and division to decimals
(1-digit whole number multipliers and 1-digit natural number
divisors).
1. Estimate each product or quotient. Show your work.
Level
a) 25.783 x 4 ____________________
b) 6.7 x 7
____________________
c) 15.9 ÷ 8
_____________________
1
d) 42.035 ÷ 6 _____________________
2. Multiply or divide. Show your work.
a) 3.78 L x 9
b) $2.57 ÷ 9
3. Elisa works in a pharmacy in North Battleford, Saskatchewan. In 1 h, she fills 7 tubes of
prescriptive cream. Each tube contains 12.25 ml of cream.
How much cream did Elisa package into tubes? Show your work.
Level
2
4. Multiply as you would whole numbers. Estimate to place the decimal point.
Show your work.
a) 0.359 x 5
b) 0.0112 x 9
c) 0.083 x 4
5. Estimate and circle the correct quotient for each division question.
Question
Possible Quotients
a) 8.124 ÷ 6
1.354
13.54
134.5
b) 37.92 ÷ 3
0.1264
1.264
12.64
c) 7.624 ÷ 8
0.953
9.53
95.3
6. Multiply. Describe the strategy you use.
0.018 x 4 ____________
0.0018 x 4 ____________
0.00018 x 4 ____________
___________________________________________________________________
___________________________________________________________________
7. The Giant Fan palm produces the world’s largest seed. A seed has a mass of about 9.075 kg.
What is the combined mass of 6 of these seeds? Show your work.
8. A student said that since 11 x 5 = 55, then 0.0011 x 5 is 0.55.
Is the student’s reasoning correct? Explain
Level
3
___________________________________________________________________
___________________________________________________________________
9. A student divided 1.374 by 4 and got 3.435.
a) Without dividing, how do you know the answer is incorrect?
___________________________________________________________________
b) What do you think the student did wrong?
___________________________________________________________________
c) What is the correct answer? How can you check?
___________________________________________________________________
10. Amanda skateboarded 2.25 km in 5 min. Jose skateboarded 2.72 km in 8 min.
Who travelled farther in 1 min.? Show your work.
11. One week, Marnie walked to school 4 days. She walked 10.832 km in total.
The following week, Marnie walked to school all 5 days.
How far did Marnie walk the second week? Show your work.
Level
4
Teacher Section
Teacher Notes:
Question
Indicator
Level
Answer Key:
1.
2.
3.
4.
5.
6.
7.
8.
N6.4 d
N6.4 d
N6.4 d, g
N6.4 e
N6.4 f
N6.4 c
N6.4 g
N6.4 b, g
1
1
2
2
2
2
2
3
9.
10.
N6.4 f
N6.4 c, g
3
3
11.
N6.4 c, g
3
Answer
a) 25 x 4 = 100 b) 7 x 7 = 49 c) 16 ÷ 8 = 2 d) 42 ÷ 6 = 7
a) 34.02
b) 0.2855555
85.75 ml
a) 1.795 b) 0.1008 c) 0.332
a) 1.354 b) 12.64
c) 0.953
0.072, 0.0072, 0.00072
54.45 kg
0.0055
This reasoning is not correct. 0.0011 is 11 ten-thousandths, and 11 tenthousands x 5 is 55 ten-thousandths, or 0.0055. 0.55 is 55 hundredths. To
go from 11 to 0.0011, the digits move 4 places to the right. So, the digits in
the product should also be moved 4 places to the right.
a) 1 ÷ 4 ≠ 3 b) decimal placement c) 0.3435
2.25 ÷5 = 0.45km 2.72 ÷ 8 = 0.34km Amanda skateboarded further in 1
min.
10.832 + 2.708 = 13.54
Outcome: N6.4 Extend understanding of multiplication and division to decimals (1-digit
whole number multipliers and 1-digit natural number divisors).
up to Level 1
up to Level 2
up to Level 3
up to Level 4
Description
of Levels:
(based on
Marzano,
2007)
There is a partial
understanding of some
of the simpler details
and processes.
Prior knowledge is
understood.
No major errors or
omissions regarding
the simpler details or
processes, but major
errors or omissions
regarding the
complex processes
may be present.
N5.2 c, j; N5.3 d, g
N6.4 b, c, d, g
N6.4 b, c, d, f, g

Indicators
and
Learning
Targets for
each Level:


Recall
multiplication and
division facts to
81.
Estimate products
and quotients
involving
decimals.
Explain where a
decimal should be
placed in a
multiplication and
division statement.
I can multiply and
divide whole numbers.
StudentI can estimate
friendly
products and quotients
descriptions involving decimals.
of learning
targets.


Develop a
generalization
about the impact
on overall
quantity when a
decimal number
is multiplied or
divided by a
whole number.
Solve situational
questions that
involve
multiplication
and division of
decimals.
I can solve simple
word problems
involving
multiplication and
division of decimals.
I can use patterning
as a strategy to
correctly place the
decimal in a product
of quotient.
No major errors or
omissions
regarding any of
the information
and/or processes
that were explicitly
taught.
This is the target
level for
proficiency.
N6.4 b, c, f, g
In addition to level 3
performance, indepth inferences and
applications go
beyond what was
explicitly taught.


Solve
situational
questions that
involve
multiplication
and division of
decimals
I can solve word
problems
involving
multiplication and
division of
decimals.
N6.4 c, g
Solve problems
that are complex
or involve
multiple steps
I can solve multistep word problems
involving
multiplication and
division of decimals.