New York State Testing Program
Grade 5
Mathematics Test
Released Questions
2025
New York State administered the Mathematics Tests in Spring 2025
and is making approximately 75% of the questions
from these tests available for review and use.
THE STATE EDUCATION DEPARTMENT / THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
New York State Testing Program
Grades 3–8 Mathematics
Released Questions from 2025 Exams
Background
As in past years, SED is releasing large portions of the 2025 NYS Grades 3–8 English Language Arts and
Mathematics test materials for review, discussion, and use.
For 2025, included in these released materials are at least 75 percent of the test questions that appeared on
the 2025 tests (including all constructed-response questions) that counted toward students’ scores.
Additionally, SED is also providing a map that details what each released question measures and the correct
response to each question. These released materials will help students, families, educators, and the public
better understand the tests and the New York State Education Department’s expectations for students.
Understanding Math Questions
Multiple-Choice Questions
Multiple-choice questions are designed to assess the New York State P–12 Next Generation Learning
Standards for Mathematics. Mathematics multiple-choice questions will be used mainly to assess standard
algorithms and conceptual standards. Multiple-choice questions incorporate both the grade-level standards
and the “Standards for Mathematical Practices.” Many questions are framed within the context of real-world
applications or require students to complete multiple steps. Likewise, many of these questions are linked to
more than one standard, drawing on the simultaneous application of multiple skills and concepts.
One-Credit Constructed-Response Questions
One-credit constructed-response questions require students to complete a task and provide only their final
answer. These one-credit questions will often require multiple steps, assessing procedural skills, as well as
conceptual understanding and application. While students may show how they arrived at their final answer,
only the final answer will be scored.
Two-Credit Constructed-Response Questions
Two-credit constructed-response questions require students to complete tasks and show their work. These
two-credit response questions will often require multiple steps, the application of multiple mathematics
skills, and real-world applications. Many of the short-response questions will cover conceptual and
application standards.
Three-Credit Constructed-Response Questions
Three-credit constructed-response questions ask students to show their work in completing two or more
tasks or a more extensive problem. These three-credit response questions allow students to show their
understanding of mathematical procedures, conceptual understanding, and application. Three-credit
response questions may also assess student reasoning and the ability to critique the arguments of others. The
scoring rubric for all constructed-response questions can be found in the grade-level Educator Guides at
[Link]
New York State P–12 Next Generation Learning Standards Alignment
The alignment(s) to the New York State P–12 Next Generation Learning Standards for Mathematics is/are
intended to identify the primary analytic skills necessary to successfully answer each question. However,
some questions measure proficiencies described in multiple standards, including a balanced combination of
procedure and conceptual understanding. For example, two-credit and three-credit constructed-response
questions require students to show an understanding of mathematical procedures, concepts, and
applications.
These Released Questions Do Not Comprise a “Mini Test”
To ensure it is possible to develop future tests, some content must remain secure. This document is not
intended to be representative of the entire test, to show how operational tests look, or to provide
information about how teachers should administer the test; rather, its purpose is to provide an overview of
how the test reflects the demands of the New York State P–12 Next Generation Learning Standards.
The released questions do not represent the full spectrum of the standards assessed on the State tests, nor
do they represent the full spectrum of how the standards should be taught and assessed in the classroom. It
should not be assumed that a particular standard will be measured by an identical question in future
assessments.
GRADE 5 MATH SESSION 1
Name:
New York State
Testing Program
Mathematics Test
Session 1
Grade
5
Spring 2025
RELEASED QUESTIONS
� NOISS3S Hl'111\1 S 30'1H9
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2025 by the New York State Education Department.
Session 1
Session 1
TIPS FOR TAKING THE TEST
Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
• ou have a ruler, a protractor, and a reference sheet that you can use on the test if they
Y
help you answer the question.
Session 1 Page 1
What is the quotient of ?
3
A
Which number has a 2 in the tens place?
5
A 0.26
B 2.09
C 3.726
D 425.9
GO ON
Session 1 Page 3
9 Which expression is equivalent to ?
GO ON
Session 1 Page 5
The rst layer of a right rectangular prism is shown below. Each small cube has a volume of
10 1 cubic unit.
The height of the entire right rectangular prism is 6 unit cubes. What is the volume, in
cubic units, of this prism?
A 15
B 23
C 60
D 90
11 A baker has of a box of muf n mix. He pours all the muf n mix equally into bowls.
What fraction of the whole box of muf n mix is in each bowl?
GO ON
Page 6 Session 1
13 Jamie has aquarium rocks that come in bags that weigh pounds each. She has bags
of rocks. What is the total weight, in pounds, of the aquarium rocks that Jamie has?
14 What is the value of ?
GO ON
Session 1 Page 7
Which shape always has four sides of equal length?
15
A rectangle
B rhombus
C parallelogram
D trapezoid
GO ON
Page 8 Session 1
What is 63.4368 rounded to the nearest hundredth?
20
A 63.4
B 63.43
C 63.44
D 63.437
GO ON
Page 10 Session 1
26 Sheri walks miles to the store. From the store she walks of a mile to a friend’s house.
What is the total distance, in miles, that Sheri walks?
GO ON
Session 1 Page 13
In which number does the digit 6 represent a value that is one tenth the value represented
28 by the digit 6 in the number 506.42 ?
A 504.26
B 540.62
C 560.42
D 604.25
The gure shown below is made of unit cubes. The bottom layer of the gure is identical
29 to the top layer.
What is the volume, in cubic units, of the gure?
A 16
B 20
C 24
D 30
GO ON
Page 14 Session 1
Grade 5
Mathematics Test
Session 1
Spring 2025
GRADE 5 MATH SESSION 2
Name:
New York State
Testing Program
Mathematics Test
Session 2
Grade
5
Spring 2025
RELEASED QUESTIONS
Z NOISS3S Hl'111\1 S 30'1H9
Developed and published under contract with the New York State Education Department by NWEA, a division of HMH, 14720 Energy Way,
Apple Valley, MN 55124. Copyright © 2025 by the New York State Education Department.
Session 2
Session 2
TIPS FOR TAKING THE TEST
Here are some ideas to help you do your best:
• Read each question carefully. Take your time.
• ou have a ruler, a protractor, and a reference sheet that you can use on the test if they
Y
help you answer the question.
• Be sure to show your work when asked.
• Be sure to explain your answer when asked.
Session 2 Page 1
A company owner spends $1,488 for tickets to a baseball game. The price of each ticket is
31 $24. How many tickets does the company owner buy?
A 62
B 68
C 74
D 75
An art teacher makes green paint by combining 2 quarts of yellow paint and 3 pints of
32 blue paint. How much green paint, in cups, does the art teacher make?
A 7
B 10
C 14
D 20
33 Which expression is equivalent to ?
GO ON
Page 2 Session 2
Jaylah is buying her favorite candy at a store. The cost for each piece of candy is $0.63.
34 Jaylah buys 5 pieces of candy. She pays with a $5.00 bill. What is the total amount of
money she should get in change?
A $1.55
B $1.85
C $3.05
D $3.15
Which statement about parallelograms is true?
35
A All parallelograms are squares.
B All parallelograms are rectangles.
C All parallelograms are rhombuses.
D All parallelograms are quadrilaterals.
GO ON
Session 2 Page 3
This question is worth 1 credit.
36
A right rectangular prism is shown below.
The volume of the prism is 90 cubic feet. What is the width, w, in feet, of the prism?
Answer w = feet
GO ON
Page 4 Session 2
This question is worth 1 credit.
37
Last week, Nancy hiked miles. This week, she swam the distance she hiked last week.
How many miles did Nancy swim this week?
Answer miles
GO ON
Session 2 Page 5
This question is worth 1 credit.
38
Leia has pounds of chocolate that she will put into bags. She puts pound of the
chocolate into each bag. Into how many bags does Leia put the chocolate?
Answer bags
GO ON
Page 6 Session 2
This question is worth 2 credits.
39
A diagram of a rectangle with given dimensions is shown below.
What is the area, in square feet, of the rectangle?
Show your work.
Answer square feet
GO ON
Session 2 Page 7
This question is worth 2 credits.
40
Write a comparison statement using , , or that shows the relationship between the
numbers and .
Explain how you know your answer is correct.
GO ON
Page 8 Session 2
This question is worth 2 credits.
41
Two right rectangular prisms were combined to make the gure shown below.
What is the total volume, in cubic centimeters, of the gure?
Show your work.
Answer cubic centimeters
GO ON
Session 2 Page 9
This question is worth 2 credits.
42
A teacher writes the equation on the board. A student says the equation is
wrong because multiplying by a fraction results in a product that is less than . Is the
student correct?
Explain your answer.
GO ON
Page 10 Session 2
This question is worth 2 credits.
43
The Science Club tests paper airplane designs by measuring how far they y. The results are
recorded in the line plot shown below.
What is the difference, in yards, between the longest and shortest ights?
Show your work.
Answer yards
GO ON
Session 2 Page 11
This question is worth 3 credits.
44
Josh is training for a race. The number of miles he runs each month for three months is
shown below.
Josh runs 12.35 miles in March.
Josh runs 3 times as many miles in April as in March.
Josh runs 43.1 more miles in May than he ran in March.
What is the total number of miles Josh runs for these three months?
Show your work.
Answer miles
STOP
Page 12 Session 2
Grade 5
Mathematics Test
Session 2
Spring 2025
THE STATE EDUCATION DEPARTMENT
THE UNIVERSITY OF THE STATE OF NEW YORK / ALBANY, NY 12234
2025 Mathematics Tests Map to the Standards
Grade 5
Multiple Choice
Constructed-Response Questions
Questions
Question Type Key Points Standard Cluster Subscore Secondary Standard(s) Percentage of Students P-Value
Average
Who Answered Correctly (Average Points Earned ÷
Points Earned
(P-Value) Total Possible Points)
Session 1
3 Multiple Choice B 1 [Link].6 Number and Operations in Base Ten Number and Operations in Base Ten 0.72
5 Multiple Choice D 1 [Link].1 Number and Operations in Base Ten Number and Operations in Base Ten 0.62
9 Multiple Choice B 1 [Link].4a Number and Operations - Fractions Number and Operations - Fractions 0.53
10 Multiple Choice D 1 [Link].5a Measurement and Data Measurement and Data 0.49
11 Multiple Choice A 1 [Link].7c Number and Operations - Fractions Number and Operations - Fractions 0.67
13 Multiple Choice C 1 [Link].6 Number and Operations - Fractions Number and Operations - Fractions 0.28
14 Multiple Choice A 1 [Link].5 Number and Operations - Fractions Number and Operations - Fractions 0.62
15 Multiple Choice B 1 [Link]-5.G.4 Geometry 0.47
20 Multiple Choice C 1 [Link].4 Number and Operations in Base Ten Number and Operations in Base Ten 0.57
24 Multiple Choice A 1 [Link].2b Measurement and Data Measurement and Data [Link].1 0.75
25 Multiple Choice B 1 [Link].3 Number and Operations - Fractions Number and Operations - Fractions 0.35
26 Multiple Choice D 1 [Link].2 Number and Operations - Fractions Number and Operations - Fractions 0.70
28 Multiple Choice B 1 [Link].1 Number and Operations in Base Ten Number and Operations in Base Ten 0.61
29 Multiple Choice A 1 [Link].4 Measurement and Data Measurement and Data 0.72
Session 2
31 Multiple Choice A 1 [Link].6 Number and Operations in Base Ten Number and Operations in Base Ten 0.79
32 Multiple Choice C 1 [Link].1 Measurement and Data Measurement and Data 0.50
33 Multiple Choice C 1 [Link].1 Number and Operations - Fractions Number and Operations - Fractions 0.58
34 Multiple Choice B 1 [Link].7 Number and Operations in Base Ten Number and Operations in Base Ten 0.66
35 Multiple Choice D 1 [Link]-5.G.3 Geometry 0.67
36 Constructed Response n/a 1 [Link].5b Measurement and Data Measurement and Data 0.57 0.57
37 Constructed Response n/a 1 [Link].6 Number and Operations - Fractions Number and Operations - Fractions 0.18 0.18
38 Constructed Response n/a 1 [Link].7c Number and Operations - Fractions Number and Operations - Fractions 0.54 0.54
39 Constructed Response n/a 2 [Link].4b Number and Operations - Fractions Number and Operations - Fractions 0.86 0.43
40 Constructed Response n/a 2 [Link].3b Number and Operations in Base Ten Number and Operations in Base Ten 0.94 0.47
41 Constructed Response n/a 2 [Link].5c Measurement and Data Measurement and Data 0.76 0.38
42 Constructed Response n/a 2 [Link].5b Number and Operations - Fractions Number and Operations - Fractions 1.24 0.62
43 Constructed Response n/a 2 [Link].2 Measurement and Data Measurement and Data 0.72 0.36
44 Constructed Response n/a 3 [Link].7 Number and Operations in Base Ten Number and Operations in Base Ten 1.17 0.39
*This item map is intended to identify the primary analytic skills necessary to successfully answer each question. However, some questions measure proficiencies described in multiple standards, including a balanced combination of procedural and conceptual understanding.