1. Page 11 Grade 5 MATH: Oregon Department of Education Standards for Practice or Progress Monitoring. OAKS testing format These problems are presented in an OAKS testing format. This booklet will focus on the items in This booklet will focus ONLY on the items in Bold Black [5.3.6 & 5.3.7] in the table below. Book #9 Teachers: To assure that the above standards are understood, always remind, ask and show your students: 5.3.6 How can you find volume when you are not given the dimensions? BRIDGES CORRELATION to 5.3.6 Unit 3, Session 20 Home Connections, Vol. 1: HC 31 January Calendar Grid April Calendar Grid Set D2 Measurement: Volume, Activities 1 & 2, and Independent Worksheets 1 & 2 5.3.1 Identify and classify triangles by their angles (acute, right, obtuse) and sides (scalene, isosceles, equilateral). 5.3.2 Find and justify relationships among the formulas for the areas of triangles and parallelograms. 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.. 5.3.4 Recognize volume as an attribute of three-dimensional space. 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. 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume. 5.3.8 Decompose three-dimensional shapes and find surface areas and volumes of triangular and rectangular prisms. 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?). 5.3.7 Volume can be found using different units, strategies, and tools. BRIDGES CORRELATION to 5.3.7 Unit 3, Sessions 19-20 Home Connections, Vol. 1: HC 31 January Calendar Grid April Calendar Grid Number Corner Student Book pages 89, 97, 154, 162 Set D2 Measurement: Volume, Activities 1 & 2, and Independent Worksheets 1 & 2 Bridges Practice Book, page 57Formal Unit 3, Session 22 (Unit Post-Assessment and Student Reflection Sheet) Number Corner Teacher’s Guide, pages 232–236, 400–404 (Checkups 2 and 4) Current Standard: 5.3 Geometry, Measurement, and Algebra: Describe and relate two- dimensional shapes to three-dimensional shapes and analyze their properties, including volume and surface area. The test samples and strand data for this booklet can be found on the Oregon State Departments of Education web site. The use of this booklet was designed for the Hillsboro School District based on HSD Power Standards along with the ODE strand categories. This booklet is paid for and furnished to teachers for instruction by the HSD. The concept of this booklet was created by Rick & Susan Richmond © Rick & Susan Richmond 2010 Revision: Original 03-2010 Revision 10-2011 No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, without written permission from Rick & Susan Richmond and the Oregon State Department of Education and the Hillsboro School District.

2. Page 1 Page 10 Do your work here: Oregon Mathematics Test Specifications and Test Blueprints 2011-2012 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. Oregon Mathematics Test Specifications and Test Blueprints 2011-2012 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. 1.Which of these is the standard unit to measure volume? A. B. C. D. 10.Which shows a standard unit of measure for volume? A. B. C. D.

3. Page 9 Page 2 Do your work here: Sample of California Standards Test questions 2008 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. Sample of California Standards Test questions 2008 9.This rectangular prism has a length of 14 inches, a height of 8 inches, and a width of 3 inches. What is the volume? A.25 cu in. B.42 cu in. C.112 cu in. D.336 cu in. 2.What is the volume of a cube that measures 10 inches on each edge? A. 10 cubic inches B. 100 cubic inches C. 1,000 cubic inches D. 10,000 cubic inches

4. 3.What is the volume of this object? A.5 B. 10 C. 15 D. 20 Page 8Page 3 Do your work here: Oregon Mathematics Test Specifications and Test Blueprints 2011-2012 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume. 5.3.6 Recognize a cube that is one unit on an edge as the standard unit for measuring volume. 8.Thirty cubes are used to construct this 3-step staircase. How may cubes would be used to construct a 10 step staircase of the same width? A.100 B.183 C.240 D.275 © Rick and Susan Richmond 2011 - 2012

5. 4.Which formula would find the volume of this rectangular prism, where v = volume? A.v = ½ x length x width B.v = length x width x height C.v = height ÷length x width D.v = length x width ÷ height Page 4 Page 7 Do your work here: Sample of California Standards Test questions 2008 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume. © Rick and Susan Richmond 2011 - 2012 7.The area of a back yard would most likely be measured in _________? A.square inches B.cubic inches C.cubic feet D.square feet

6. Page 6Page 5 Do your work here: 2010-2013 ODE Sample Tests January 2011 5.3.7 Determine the appropriate units, strategies, and tools for solving problems that involve estimating or measuring volume. 2010-2013 ODE Sample Tests January 2011 7.Which of these would most likely weigh about 10 pounds A.Magazine B.Shoe C.Bed D.Baby 6.Michael Jordan is 6 feet, 6 inches tall. About how tall would a door in his house be? A.6 yards B.7 feet C.12 inches D.12 feet