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End of The Year Test Paper
End of The Year Test Paper
4•6
2•3
Name Date
1. Decompose each fraction into hundredths using area models. Then, write the equivalent number
sentence using decimals.
8
a. 10
=
18
b. 10
=
Decompose each fraction into hundredths. Then, write the equivalent number sentence for each part
using decimals.
2 5
c. 10
= d. 10
=
2. Several points are plotted on the number lines below. Identify the decimal number associated with each
point.
A B C
0 0.5 1 1.5 2
D E F
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
3. Use the symbols >, =, or < to compare the following. Justify your conclusions using pictures, numbers, or
words.
4
c. 17 tenths 1.7 d. 1.04 1 10
38 5
e. 0.38 10
f. 4.05 4 100
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
4. Solve.
5. Solve.
7 8 4 51
a. 10
+ 100
b. 10
+ 100
5 68 98 2
c. 10
+ 100
d. 100
+ 10
12 12 1 13 8
e. 100
+ 10
f. 10
+ 100
+ 10
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
a. Jim and Joe ran in a relay race. Jim had a time of 9.8 seconds. Joe had a time of 10.32 seconds.
Together, how long did it take them to complete the race? Record your answer as a decimal.
b. The times of the 5 fastest runners were 7.11 seconds, 7.06 seconds, 7.6 seconds, 7.90 seconds, and
7.75 seconds. Locate these times on the number line. Record the times as decimals and fractions.
One has been completed for you.
7.11
11
7
100
7 8
c. Natalie threw a discus 32.04 meters. She threw 3.8 meters farther on her next throw. Write a
statement to compare the two distances that Natalie threw the discus using >, <, or =.
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
d. At the concession stand, Marta spent 89 cents on a bottle of water and 5 dimes on a bag of chips.
Shade the area models to represent the cost of each item.
e. Write a number sentence in fraction form to find the total cost of a water bottle and a bag of chips.
After solving, write the complete number sentence in decimal form.
f. Brian and Sonya each have a container. They mark their containers to show tenths. Brian and Sonya
both fill their containers with 0.7 units of juice. However, Brian has more juice in his container.
Explain how this is possible.
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
1 Student answers fewer Student answers two Student correctly Student correctly uses
than two parts parts correctly. answers three of the the area models to
correctly. four parts of the represent:
4.NF.5 question, showing solid 8 80
a. = ; 0.8 = 0.80
10 100
4.NF.6 reasoning. b.
18
=
180
; 1.8 = 1.80
10 100
OR 2 20
c. = ; 0.2 = 0.20
10 100
Student answers all 5 50
d. = ; 0.5 = 0.50
parts correctly without 10 100
correctly modeling on
the place value charts.
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NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
OR c. 1
18
dollars
100
Student solves all three
parts correctly,
providing only some or
partially correct
reasoning.
91
b.
100
118 18
c. or 1
100 100
118 18
d. or 1
100 100
132 32
e. or 1
100 100
103 3
f. or 1
100 100
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This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4•6
2•3
This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 -Great Minds. eureka math.org This work is licensed under a
This file derived from G4-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.