PEP PERFORMANCE TASK 2026 GRADE 5 P

追加: 2026-06-01

[00:00:05]Introduction to task, the parking lot. Mr. Morgan, the principal from New Hampshire Primary, is concerned about the limited parking space for teachers and visitors at the school. The current parking lots on the inside of the school can only hold 30 vehicles. The rest of the vehicles have to park on the outside of the school.

[00:00:30]Mr. Morgan wants to use a section of the football field to build a new parking lot. He will need to present his plans to the school board.

[00:00:47]Help Mr. Morgan to determine the total number of vehicles that are being parked at school each day.

[00:00:54]Select the parking design that works better for the new parking lot.

[00:01:04]Second in the school of please.

[00:01:11]Calculate the area for the new parking lot.

[00:01:16]Calculate the number of concrete slabs the new parking lot.

[00:01:21]For the new parking lot, make a conclusion about the new parking lot.

[00:01:30]Part one, number of vehicles. New Hampshire Primary has visitors at the school daily. On average, about 20 vehicles have to park on the outside of the school. The pictograph below shows the total number of vehicles parked inside and outside of the school each day in a given week. The image of each car represents 10 vehicles. Pictograph showing the number of vehicles parked at the school each day.

[00:02:00]Days of the week and number of vehicles.

[00:02:03]For Monday, there is 1 2 3 4 5 6. So, 10 * 6 is 60.

[00:02:10]That will be 60 cars on Monday.

[00:02:16]There will be 50 cars because there are five cars on >> Give me a second. One one >> So, 10 And that will be 10 20 30 40 and 50. So, that will be 50 cars.

[00:02:30]For Wednesday, it will be 40 cars. For Thursday, it will be 30 cars. And for Friday, it will be 50 cars.

[00:02:45]>> All right. I'm going to start. Let me know.

[00:02:48]So sorry about that.

[00:02:50]>> So, Monday 60.

[00:02:57]40 and 30 and 50.

[00:03:14]Question one. Table one shows the total number of vehicles parked at the school inside and outside each day in a given week.

[00:03:24]One A. Complete table one using the pictograph on page four.

[00:03:32]So, for Monday, it is 60.

[00:03:38]For Monday, it is 60. For Tuesday, it is 50.

[00:03:44]For Wednesday, it is 40. For Thursday, it is 30.

[00:03:49]And for Friday, it is 50.

[00:03:59]And should I do that one, too?

[00:04:01]>> I think well, somebody I text me and say they want to one. Let me see. Leah.

[00:04:06]Let Let Let Let Leah do them, man. Cuz Leah I'll text them or phone you.

[00:04:11]Go ahead, Leah.

[00:04:13]Thanks so much, Leandra. So, you see that from Leah to Leandra.

[00:04:19]Go ahead.

[00:04:21]>> Sir.

[00:04:23]Answer.

[00:04:29]One B.

[00:04:30]>> Yeah.

[00:04:32]>> On which day is the least number of vehicles parked at the school? Write the day in the space provided below.

[00:04:40]So, the day with the least amount of with the least number of vehicles parked at the school is Thursday.

[00:04:50]Because on Thursday, there are 30 cars.

[00:04:58]>> 21C.

[00:05:01]>> 1C. Which day has 10 more 10 more than the number of vehicles on Tuesday? Put a tick in the box beside the day that you have selected. So, the answer is Monday.

[00:05:20]>> All right.

[00:05:23]Answer.

[00:05:23]>> On Monday, 60 and two. And Tuesday has 50.

[00:05:29]>> All right. Thank you so much. So, answer Leandra now. So, we share it. That's a good idea, you know. Go ahead, Leandra.

[00:05:38]For number two.

[00:05:39]>> So, sir, part two says parking lot design. Question two. Mr. Morgan wants to use Miss Morgan wants to use a section of the football field to create a new parking lot. After doing some research, Mr. Morgan found two designs that could be used for the new parking lot. Design one. Design one has flat parking. The lines are The lines of each parking space in the parking lot forms a 60° degree angle.

[00:06:17]Forms an angle of 60°.

[00:06:21]Labeled M with the border labeled B.

[00:06:29]For the parts labeled M and B in design one, select the best word which describes each part. Put a tick in the box to show your selection. So, sir, for B, the answer The answer is The answer is acute angle.

[00:06:58]Sir, can you scroll down?

[00:07:04]For B, the answer is horizontal line.

[00:07:23]Sir, can you scroll down?

[00:07:35]Sir, so it says design two has straight parking. The lines of each parking space in the new parking lot form an an an angle of 90°.

[00:07:50]Labeled N with the border labeled B.

[00:07:56]For the parts labeled N and N and Q and R this in design to select the best word which describes each part. Put a second the box that shows your selection.

[00:08:10]So for for N is right angle.

[00:08:18]And for Q and R is parallel lines.

[00:08:25]Sir, can you scroll down, please?

[00:08:30]>> Okay.

[00:08:32]>> So sir, it says which design So it says which design would Which design would use all the space better for the parking lot put a second the design. So sir, I say design two because it can hold it can hold two more cars than design one.

[00:09:10]Sir, for the grid >> What are you supposed to do with that thing, Anthony? He's my man now.

[00:09:22]Pay attention.

[00:09:23]>> Yes.

[00:09:25]>> Oh, all right, sorry.

[00:09:29]All right, sorry. I had to change me.

[00:09:31]So Anthony for this part, right?

[00:09:34]What am I going to write?

[00:09:35]Write in there, guys. Come on, what you think?

[00:09:38]It's weekend. We all should be happy.

[00:09:41]You hope you guys resting as well, you know.

[00:09:46]Tatiana says her.

[00:09:51]I don't see Tatiana up on this one.

[00:09:53]What's your name?

[00:10:02]That's the other person, right?

[00:10:07]Hey, you have to join with your name.

[00:10:10]Guys, I'm not seeing your Join with your name, not your mother's name. Go ahead.

[00:10:15]>> And it says three. It says each square is like each square is 2 m sides, 2 m.

[00:10:22]Yep. The height is labeled 30 m.

[00:10:26]Hold on, I'm about to put So, it's each square is 2 m high. The area would be 10 * 2, which equals 20. Hold on. So, counting the accounts, there are 10 columns. So, the parking lot would be 10 m * 10 m, which would equal 400 m squared.

[00:10:47]That's what I got.

[00:10:57]Is the answer is correct?

[00:11:01]>> It What do you think?

[00:11:03]>> [laughter] >> It is it is.

[00:11:06]>> Yes, thank you, sir. Thank you. Thank you.

[00:11:08]>> Yeah.

[00:11:09]All right. So, Zaria, no, cuz you guys have to go get the unknown person right down information. Go ahead, Zaria.

[00:11:18]>> Okay.

[00:11:18]>> with you guys. Uh-huh.

[00:11:20]>> So, it says Mr. Morgan also wants to concrete slab on the surface so vehicle do not skid, especially when it rains. Diagram one, not drawn to scale, represents one of the concrete slabs Mr. Morgan will use to cover the new parking lot.

[00:11:40]Concrete slabs are designed to handle all kinds of weather.

[00:11:47]Design one, one concrete slab 4 m.

[00:11:51]3B, how many concrete slabs will Mr. Morgan need to cover the new need to cover the new parking lot?

[00:12:00]So, sir, we already know that one concrete slab is 4 m by 4 m. So, you do square right 4 m * 4 m.

[00:12:13]And that equals 16 m squared for one concrete slab. And then the area for the total parking lot is 400 m squared.

[00:12:39]So, sir, I divided 16 into 400 m squared.

[00:12:46]And that equals to 25 concrete slabs. So, Mr. Morgan will need 25 concrete slabs to cover the new parking lot.

[00:13:01]>> All right, thanks so much. Thanks so much.

[00:13:05]I agree.

[00:13:06]Abigail, I hope I'm I got my list correct.

[00:13:10]Abigail supposed to go now.

[00:13:15]Can I find Abigail?

[00:13:19]Put Abigail on his down.

[00:13:22]You want to go, Abigail?

[00:13:24]>> Yes, sir.

[00:13:25]>> But why is it down your hand? Why you Why you do me that? Why you do me that?

[00:13:28]>> [laughter] >> All right, go ahead.

[00:13:34]>> To maximize the space in the new parking lot, Mr. Morgan needs to know the estimated area that one vehicle will occupy.

[00:13:47]Diagram two, not drawn to scale, shows the length and width of the space that one vehicle will occupy when the doors are open.

[00:14:01]Diagram two.

[00:14:03]Diagram two is 2 m long and 3 m wide.

[00:14:12]So, we're going to multiply 5 * 3 and it's 15.

[00:14:26]So, it would be 15 m squared.

[00:14:35]>> All right, thanks so much. You said two, you know, but you you actually correct yourself. You said it 2 by 3, but you are correct.

[00:14:43]Very good.

[00:14:44]All right, so Carissa, you're up next.

[00:14:48]I don't think I have another name after, you know.

[00:14:52]So, let me say I pick random. I took Carissa. Which one which you Oh, yeah.

[00:14:57]All right, go ahead, Carissa.

[00:14:59]>> Okay, sir. Question 4B. On average, about 20 vehicles have to be parked on the outside of the school. What is the total area that 20 similar vehicles will occupy when the doors are open? Write your answer. Use your answer to question 4A to help you. Show your work in the space provided. So, sir, um the area of of one vehicle when the doors are open are is 15 m squared. So, I multiplied 20 by 15 by 20.

[00:15:47]And I got 300 m squared.

[00:15:57]>> All right. Thanks so much. Thanks so much.

[00:16:01]We have more.

[00:16:04]All right. Chevon.

[00:16:09]All right. So, let me see I can't find Chevon. Where are you?

[00:16:13]Oh, Chevon Brown. Where is Chevon Brown?

[00:16:20]I'm going to take more than one person cuz I want to hear how you guys look at it. Go ahead, Chevon.

[00:16:32]>> Part four.

[00:16:33]Presentation to school board.

[00:16:36]Remember the current parking lot on the inside of the school can only hold 30 vehicles.

[00:16:43]Rest of the vehicles have to park to have to be parked on the outside of the school.

[00:16:50]Mr. Marvin presented his plan for the new parking lot to the school board.

[00:16:57]The board was concerned that on Mondays space would still not be enough.

[00:17:03]However, Mr. Marvin believed that there would be enough space for additional vehicles on Mondays. First time, do you agree or disagree with Mr. Marvin that there is not there is no space on Monday.

[00:17:21]I disagree there is not no space because on Monday there are 60 vehicles and new parking lot can only hold 20 vehicles.

[00:17:43]>> All right, Anthony. No, I'm saying I might take more than one. We still have 5 minutes.

[00:17:48]Anthony, what's your what's your take on this?

[00:17:52]The last one.

[00:17:56]>> Sir, can you go down cuz I can't see the question?

[00:18:00]>> Oh, you You can't see it now?

[00:18:04]>> Yes, sir.

[00:18:05]>> All right.

[00:18:06]>> Sir, it says, "Do you agree or disagree with Mr. American that there is no space on Monday?"

[00:18:13]Put a tick beside the answer I have chosen. So, sir, I Sir, I agree.

[00:18:26]>> All right, prove it.

[00:18:28]Okay, Nicole.

[00:18:35]>> Sir, because Monday 60 then 60 cars and Wait, sir, let me check back.

[00:18:46]>> Mhm, all right.

[00:18:57]>> No, sir, I disagree because, sir, if because there are 60 cars there, sir, and there's 30 vehicles. So, sir, that would leave back that would leave back a lot of space, so that's why I disagree.

[00:19:11]>> Okay, all right.

[00:19:14]Thanks so much. But look at this guys.

[00:19:17]Think about this now. I'm not saying this is the answer now, but look at this.

[00:19:22]It says that outside can't hold 20, right?

[00:19:27]And the new parking lot will be inside.

[00:19:30]And I check it and I got 26. I think Leondre sent me that too.

[00:19:35]So the maximum number of cars is 26.

[00:19:39]Let me see how many did he get the 26?

[00:19:41]Cuz I saw Leondre get it as well, so How many did I get the 26? 26 26 Yeah, the total space is 400, right?

[00:19:52]Because that's that's actually the new parking lot space, you know.

[00:19:57]See there?

[00:19:58]They told us that and you guys told me it's 400.

[00:20:04]So if you divide the 15 into the 400, you're you're supposed to get 26.

[00:20:13]I saw I saw I saw One of the girls got that as well.

[00:20:18]And Denica as well got that, right? So the 400 divided by the 15 would give you 26 cars.

[00:20:27]So look now.

[00:20:28]You have the 26 plus the 20 with outside. So that's a total of 46.

[00:20:36]And remember now, I'm not saying that this what This could be a case. He said when the car door open, remember the mall just park and close the door. They're not going to have it open the whole day. So technically, the car not going to need 15 square meters now. I just like when you just reach and if there's somebody close still and the car door open.

[00:20:59]But what if they just come and park and somebody close the door and then the next person come? So it might can't hold the other um 14.

[00:21:11]So, some students said that last year.

[00:21:15]When they get that coefficient, so I agree to So, guys, we come Mhm?

[00:21:26]>> Uh, you can talk, sir.

[00:21:28]>> No, man.

[00:21:29]That's what I was going to say.

[00:21:31]We come to the end.

[00:21:33]But, today was good. Some persons made zero mistake. However, a few persons gave me this, guys.

[00:21:41]I can't I could not believe it. Persons gave me this.

[00:21:45]300 The 300 square meters and 400. Some people give me 400, you know. They did not bother to put on the unit. Say no, so they didn't lose They lose mark right there.

[00:22:00]>> Does my class just finish right now?

[00:22:02]>> We talked about that already, guys. We don't want to be making that mistake, no. All right? Never.

[00:22:09]>> Yes, sir.

[00:22:09]>> Calculation of the order part and you do the order part and you you go ahead and you just put 400 or 300. Come on, guys.

[00:22:16]I'm I'm so disappointed. But, apart from that, it was almost flawless. Yeah, man, go ahead.

[00:22:23]>> So, like you said, or the order matters.

[00:22:28]>> In terms of In terms of, um, the the car parking.

[00:22:35]>> Oh.

[00:22:37]>> Oh, in terms of what?

[00:22:39]>> Like you said, in terms of like like perimeter and area. So, the So, you should put you should write the perimeter and area. Thank you.

[00:22:47]>> Perimeter and area.

[00:22:49]>> Sir?

[00:22:50]>> Mhm?

[00:22:53]Perimeter and area, right?

[00:22:55]>> Remember, vertical vehicle come in the inside of the school. But, now they added new spaces, which are which is twin spaces.

[00:23:05]>> I'm not comfortable.

[00:23:06]>> No man, I know 20 space is 400.

[00:23:10]The area is 400 and That's what I'm saying.

[00:23:14]>> Then I'm sorry.

[00:23:17]>> So the area was 600 and they said the area of the new parking lot. So see there, it's the new one.

[00:23:25]Not the old one, but this is the new one. So it's actually 400.

[00:23:30]When you got the 300 and all guys, you just calculate these on the number of cars.

[00:23:35]I put that person said that when we calculate it for the 300, they said that see there, the car one car is going to take 15 and usually they ask for 20 cars. So this 300 is not the space for the new parking lot.

[00:23:54]You see it? It was just for the 20 cars.

[00:23:58]So it can't hold more than 20, the new parking lot.

[00:24:02]It can hold up to 26 because the area is 400. Remember you guys calculated you know, 20 by 20.

[00:24:15]You see it?

[00:24:17]How would you give me that 400 then? If you think it's 300. This is just for the 20 cars.

[00:24:23]With when you do a open, you I know what it means to be specific answer when you do a open. I know now when teacher got off school guys, I'm just I'm not going to go back and get a drink now.

[00:24:36]It's just be what they Right? Cuz I know you have to Yeah, so You probably could have worked with I think they might look I think I think they're looking for that argument if you if you said that because they don't know how to close with the entire time. You can't park them closer.

[00:24:55]Cuz I would have a space there between them, isn't it?

[00:24:59]When I leave here, that's not a lie. I'm just saying that other students they they they they thought about it that way and say, "Well, the door could have been closed."

[00:25:09]And I think the examiner gave them the the marks.

[00:25:13]Cuz they get perfect scores. All right?

[00:25:16]So, I was just bringing up that point.

[00:25:19]So, take [clears throat] care, guys, and see you tomorrow at 5:00. Same code, guys.

[00:25:23]>> Bye, sir.

[00:25:24]>> Bye, sir.

[00:25:25]>> Okay, bye, sir.

[00:25:27]>> Bye, guys. Thank you.

[00:25:29]>> All right, guys.

[00:25:30]Remember you're awesome.

[00:25:31]>> Bye, sir.

[00:25:34]>> Yeah.

[00:25:34]>> Bye, speaker.

[00:25:35]>> Bye, take care.

[00:25:37]See you tomorrow. All right?

[00:25:39]>> Bye, sir.

[00:25:40]>> Bye, sir.

[00:25:40]>> You're welcome.

[00:25:41]>> Hey?

[00:25:43]>> My mom said she's going to send you a text message.

[00:25:46]>> All right. All right.

[00:25:49]Yeah.

[00:25:50]>> Bye, sir.

[00:25:51]>> Bye, take care. Great job today, guys.

[00:25:54]It was good.

[00:26:01]All right.

[00:26:04]I'm going to post that video on YouTube.