General Information
Test Item Specifications
Students will identify models or representations of multidigit division.
Students will demonstrate the understanding of the distributive property used in a division problem (e.g., 639 ÷ 3 can be expressed as (600 + 30 + 9) ÷ 3).
Students will use the standard algorithm to describe one or more steps of a division problem or missing steps of a partially completed division problem.
Items may include one-digit or two-digit divisors and dividends of up to four digits.
Items will not include quotients with remainders.
Items may be set in either a real-world or a mathematical context.
Sample Test Items (3)
Test Item # | Question | Difficulty | Type |
Sample Item 1 | Ella needs to sort the base ten blocks shown below into 3 equal groups.
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N/A | MC: Multiple Choice |
Sample Item 2 | Joseph wanted to sell roses for a fundraiser. He placed 156 roses into 12 vases. The expression below can be used to determine the total number of roses he placed into each vase. 156 ÷ 12 Which of the following is equivalent to the above expression? |
N/A | MC: Multiple Choice |
Sample Item 3 | Marcy’s teacher wrote the division problem shown below, using two shapes to represent missing digits.
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N/A | GR: Gridded-Response |
Related Resources
Lesson Plans
Name | Description |
Rank Our Pressure Cleaners | In this Model Eliciting Activity, MEA, students are to decide on a pressure cleaning machine that will provide the Sidewalks and Roof Cleaning Services Incorporated with the best value for their money. Students are asked to provide a "Best Value" pressure cleaner to the company owner and explain how they arrived at their solution. Model Eliciting Activities are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx |
Diving deeper into division | This lesson introduces students to dividing with 2 digit divisors. Students are asked to apply strategies that they learned in dividing with 1 digit divisors such as partial quotients or breaking numbers apart using the distributive property. |