Math: It's Elementary

Better come up for air! Square feet are not the best way to measure liquids. "Gallons" is the right answer. It's the largest measure for liquid (or volume) listed.

To answer this question, kids must know their units of measure and how to use them. After all, you wouldn't measure milk in minutes or a pot roast in pints, would you? And just in case you were wondering, 2 pints equals 1 quart, and 4 quarts equals 1 gallon.

Source: State of Oregon sample test question for Grade 3

Better come up for air! Bathtubs hold a lot of water and this one's "full." It would take you a really long time to measure the water using "pints." "Gallons" is the right answer. It's the largest measure for liquid (or volume) listed.

To answer this question, kids must know their units of measure and how to use them. After all, you wouldn't measure milk in minutes or a pot roast in pints, would you? And just in case you were wondering, 2 pints equals 1 quart, and 4 quarts equals to 1 gallon.

Source: State of Oregon sample test question for Grade 3

You got it! Bathtubs hold a lot of water and this one's "full." Your pick, "Gallons," is the largest measure for liquid (or volume) listed.

To answer this question, kids must know their units of measure and how to use them. After all, you wouldn't measure milk in minutes or a pot roast in pints, would you? And just in case you were wondering, 2 pints equals 1 quart, and 4 quarts equals to 1 gallon.

Source: State of Oregon sample test question for Grade 3

Better come up for air! Bathtubs hold a lot of water and this one's "full." It would take you a long time to measure the water using "quarts." "Gallons" is the right answer. It's the largest measure for liquid (or volume) listed.

To answer this question, kids must know their units of measure and how to use them. After all, you wouldn't measure milk in minutes or a pot roast in pints, would you? And just in case you were wondering, 2 pints equals 1 quart, and 4 quarts equals 1 gallon.

Source: State of Oregon sample test question for Grade 3

Doesn't add up! 500 + "50" + 9 = 559, NOT 569. The right answer is "60." To figure this out, kids must know the principles of addition and subtraction. They must also be able to add multiple numbers horizontally. They can solve the problem either by subtracting 500 and 9 from 569, or by using addition and trial and error to determine which number goes in the blank.

Source: State of Illinois sample test question for Grade 3

You summed it up! "60" is the answer. To figure this out, kids must know the principles of addition and subtraction. They must also be able to add multiple numbers horizontally. They can solve the problem either by subtracting 500 and 9 from 569, or by using addition and trial and error to determine which number goes in the blank.

Source: State of Illinois sample test question for Grade 3

Doesn't add up! 500 + "69" + 9 = 578, NOT 569. The right answer is "60." To figure this out, kids must know the principles of addition and subtraction. They must also be able to add multiple numbers horizontally. They can solve the problem either by subtracting 500 and 9 from 569, or by using addition and trial and error to determine which number goes in the blank.

Source: State of Illinois sample test question for Grade 3

Doesn't add up! 500 + "90" + 9 = 599, NOT 569. The right answer is "60." To figure this out, kids must know the principles of addition and subtraction. They must also be able to add multiple numbers horizontally. They can solve the problem either by subtracting 500 and 9 from 569, or by using addition and trial and error to determine which number goes in the blank.

Source: State of Illinois sample test question for Grade 3

You're a few stickers short. The right answer is "7." Welcome to fourth grade and the wonderful world of problem solving using fractions!

To solve this problem, kids must first determine what they're being asked to find, and then put their knowledge of fractions to the test. When Margarita had all of her stickers, she had nine of nine or 9/9. Now she has only two left, or 2/9. By subtracting the fractions kids can determine that Margarita gave "7" stickers away.

Source: State of Massachusetts sample test question for Grade 4

You're few stickers short. The right answer is "7." Welcome to fourth grade and the wonderful world of problem solving using fractions!

To solve this problem, kids must first determine what they're being asked to find, and then put their knowledge of fractions to the test. When Margarita had all of her stickers, she had nine of nine or 9/9. Now she has only two left, or 2/9. By subtracting the fractions kids can determine that Margarita gave "7" stickers away.

Source: State of Massachusetts sample test question for Grade 4

You're few stickers short. The right answer is "7." Welcome to fourth grade and the wonderful world of problem solving using fractions!

To solve this problem, kids must first determine what they're being asked to find, and then put their knowledge of fractions to the test. When Margarita had all of her stickers, she had nine of nine or 9/9. Now she has only two left, or 2/9. By subtracting the fractions kids can determine that Margarita gave "7" stickers away.

Source: State of Massachusetts sample test question for Grade 4

You got it! The right answer is "7." Welcome to fourth grade and the wonderful world of problem solving using fractions!

To solve this problem, kids must first determine what they're being asked to find, and then put their knowledge of fractions to the test. When Margarita had all of her stickers, she had nine of nine or 9/9. Now she has only two left, or 2/9. By subtracting the fractions kids can determine that Margarita gave "7" stickers away.

Source: State of Massachusetts sample test question for Grade 4

Give Alex some credit -- he can read faster than that! "5 hours" is more than enough time for Alex to finish the book. "2 hours" is the right answer.

This is another fraction problem, and a tricky one at that. Kids must look at the graphic and determine that Alex has read 1/3 of the book in 1 hour. They must also assume that Alex will continue reading at the same pace.

Again, kids must be able to subtract fractions to find the answer: 3/3 - 1/3 = 2/3. Alex has 2/3 of the book left to read, or "2" more hours of reading.

Source: State of Massachusetts sample test question for Grade 4

Give Alex some credit -- he can read faster than that! In "10 hours," he could read 3 books and an issue of Sport's Illustrated. "2 hours" is the right answer.

This is another fraction problem, and a tricky one at that. Kids must look at the graphic and determine that Alex has read 1/3 of the book in 1 hour. They must also assume that Alex will continue reading at the same pace.

Again, kids must be able to subtract fractions to find the answer: 3/3 - 1/3 = 2/3. Alex has 2/3 of the book left to read, or "2" more hours of reading.

Source: State of Massachusetts sample test question for Grade 4

You're a few chapters behind! "1/2 hour" is not enough time for Alex to finish the book. "2 hours" is the right answer.

This is another fraction problem, and a tricky one at that. Kids must look at the graphic and determine that Alex has read 1/3 of the book in 1 hour. They must also assume that Alex will continue reading at the same pace.

Again, kids must be able to subtract fractions to find the answer: 3/3 - 1/3 = 2/3. Alex has 2/3 of the book left to read, or "2" more hours of reading.

Source: State of Massachusetts sample test question for Grade 4

You got it! Alex has "2" hours of reading left to do. This is another fraction problem, and a tricky one at that. Kids must look at the graphic and determine that Alex has read 1/3 of the book in 1 hour. They must also assume that Alex will continue reading at the same pace.

Again, kids must be able to subtract fractions to find the answer: 3/3 - 1/3 = 2/3. Alex has 2/3 of the book left to read, or "2" more hours of reading.

Source: State of Massachusetts sample test question for Grade 4

You're a few points short. You chose "36." The correct answer is "42." This question is trying to find out if fifth graders can identify a pattern and continue it. The pattern is this: In each consecutive diagram, one point is added to each row, one row is added to the "matrix," and one point is added to the "tail."

Kids can count 20 points in Diagram 3. By following the pattern, they can deduce that Diagram 4 would have 30 points and Diagram 5 would have 42.

Source: State of Illinois sample test question for Grade 5

You got it! The correct answer is "42." This question is trying to find out if fifth graders can identify a pattern and continue it. The pattern is this: In each consecutive diagram, one point is added to each row, one row is added to the "matrix," and one point is added to the "tail."

Kids can count 20 points in Diagram 3. By following the pattern, they can deduce that Diagram 4 would have 30 points and Diagram 5 would have 42.

Source: State of Illinois sample test question for Grade 5

You're a few points over. You chose "48." The correct answer is "42." This question is trying to find out if fifth graders can identify a pattern and continue it. The pattern is this: In each consecutive diagram, one point is added to each row, one row is added to the "matrix," and one point is added to the "tail."

Kids can count 20 points in Diagram 3. By following the pattern, they can deduce that Diagram 4 would have 30 points and Diagram 5 would have 42.

Source: State of Illinois sample test question for Grade 5

You're a few points short. You chose "28." The correct answer is "42." This question is trying to find out if fifth graders can identify a pattern and continue it. The pattern is this: In each consecutive diagram, one point is added to each row, one row is added to the "matrix," and one point is added to the "tail."

Kids can see that Diagram 3 has 20 points. By following the pattern, they can deduce that Diagram 4 would have 30 points and Diagram 5 would have 42.

Source: State of Illinois sample test question for Grade 5.

You're a few points short. You chose "30." The correct answer is "42." This question is trying to find out if fifth graders can identify a pattern and continue it. The pattern is this: In each consecutive diagram, one point is added to each row, one row is added to the "matrix," and one point is added to the "tail."

Kids can count 20 points in Diagram 3. By following the pattern, they can deduce that Diagram 4 would have 30 points and Diagram 5 would have 42.

Source: State of Illinois sample test question for Grade 5.