Original assessment tasks 1 · compare
Which is larger, 604,040,006 or 604,640,006, and by how much?
Singapore Math 5A · Independent learning
Chapter 1 — Review
Review and retrieve learning across the chapter. Write reasons and label units.
Original assessment tasks
Original assessment tasks 2 · worked-error diagnosis
Error-analysis notebook: Learner notebook (REVIEW): “609,080,005 has zeros that do not matter, so I rewrite the number as 6,985.” Identify exactly which written step or assumption fails, correct it, and independently solve this new task: In 609,080,005, what is the value of the digit 9 in the millions place?
Original assessment tasks 3 · scaling
Calculate 60 × 1,000. Explain how the digit values change.
Original assessment tasks 4 · worked-error diagnosis
Error-analysis notebook: Learner notebook (REVIEW): “67 × 100 = 167. I added instead of scaling each digit.” Identify exactly which written step or assumption fails, correct it, and independently solve this new task: Calculate 67 × 100. Explain how the digit values change.
Original assessment tasks 5 · scaling
Calculate 46,000 ÷ 1,000. Use the inverse multiplication to check.
Original assessment tasks 6 · worked-error diagnosis
Error-analysis notebook: Learner notebook (REVIEW): “6700 ÷ 100 = 670. I divided by 10 because the zero can disappear from just the divisor.” Identify exactly which written step or assumption fails, correct it, and independently solve this new task: Calculate 6,700 ÷ 100. Use the inverse multiplication to check.
Original assessment tasks 7 · round-number multiplication
Calculate 15 × 9,000 by factoring 9,000.
Original assessment tasks 8 · worked-error diagnosis
Error-analysis notebook: Learner notebook (REVIEW): “84 × 900 = 7560. The final factor 10 does not affect the result.” Identify exactly which written step or assumption fails, correct it, and independently solve this new task: Calculate 84 × 900 by factoring 900.
Original assessment tasks 9 · equivalent quotient
Find 696,000 ÷ 8,000. Explain which shared factor can be removed.
Original assessment tasks 10 · worked-error diagnosis
Error-analysis notebook: Learner notebook (REVIEW): “33600 ÷ 800 = 420. I reduced the divisor by 10 but not the dividend.” Identify exactly which written step or assumption fails, correct it, and independently solve this new task: Find 33,600 ÷ 800. Explain which shared factor can be removed.
Additional targeted transfer tasks
Answer from first principles. Include a model where requested. These questions are distinct from taught worked examples.
Transfer and model L01 · targeted mastery: name
Write 900,004,020 in words, including the empty thousand positions.
Transfer and model L03 · targeted mastery: fraction
Find the exact quotient 615 ÷ 100 in decimal notation.
Scoring guidance
Calculation items: 2 points for correct mathematics and units plus 1 for valid working. Notebook diagnosis tasks: 4 points, one each for identifying a specific faulty step, explaining the repair, solving accurately, and checking units/logic. Targeted transfer tasks: 4 points with detailed anchors in private teacher keys. Equivalent exact representations accepted; reviewers must examine explanations.