QuickGuide GR7

Mathematics Assessment
Quick Guide
Measurements of Student Progress Grade 7
Table of Contents
Grade62008ReleasedItems ItemNumber PE PageNumber #3 7.4.D 3 Grade6PracticeTest ItemNumber PE PageNumber #22 7.4.D 5 #36 7.4.A/7.1.G 6 Grade72007ReleasedItems ItemNumber PE PageNumber #4 Partialalignmentto7.2.C 35 Grade82007Releaseditems ItemNumber PE PageNumber #5 7.4.D 52 Grade82008ReleasedItems ItemNumber PE PageNumber #1 7.3.D 62 #5 Partialalignmentto7.4.D 63 Grade8PracticeTest ItemNumber PE PageNumber #8 7.6.G(7.4.D) 72 #10 7.6.G(7.4.D) 102 #15 7.6.G(7.3.D) 111 #24 7.6.C(7.4.C) 138 #28 7.4.B 147 #35 7.2.B 148 #38 Partialalignmentto7.3.D 149 #42 7.4.E 150 2006HighSchoolPracticeTest ItemNumbers PE PageNumber #2 7.2.C 151 #7 7.5.A 152 #13 7.6.C(7.3.D) 153 #14 7.4.B 167 #16 7.2.I 168 #21 7.1.A 169 #36 7.3.A 170 #38 7.6.G(7.4.D) 171 2007HighSchoolReleasedItems ItemNumbers PE PageNumber #4 7.2.G 172 2008HighSchoolReleasedItems ItemNumbers PE PageNumber #8 7.1.F 173

Thisdocumentmaybereproducedforeducationalpurposesbypermissionofthe WashingtonStateOfficeofSuperintendentofPublicInstruction.
2008 Mathematics Released Items 3 Vladimir surveyed his class about their favorite activities to do on field
day. He wants to make a circle graph that reports the class survey results.
Field Day Survey Activity Kickball Water Balloon Toss Relay Races Tug of War
Which circle graph matches the survey results?
Student Votes
1 A.
Field Day Survey Kickball Water Balloon Toss Relay Races Tug of War
1 B.
1 C.
1 D.
09337
2008 Mathematics Released Items

Item Information Score Points: 1 Tools: X Strand and Target MC01 (Connect within Mathematics): Use concepts and procedures from two or more of the content strands in a given problem or situation; relate and use different mathematical models and representations of the same situation (5.1.1, 5.1.2) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 5.0% 16.9% 76.3% 1.6% 0.1% Responses (* = correct response) A B C* D NR
NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Mathematics
22
The chart shows Anas after-school activities.
Anas After-School Activities Time 3:00-4:00 P.M. 4:00-4:30 P.M. 4:30-5:45 P.M. 5:45-6:15 P.M. 6:15-7:00 P.M. Activity Soccer practice Walk home Homework Dinner Homework
Which circle graph shows how Ana spent her time?
1 A. Anas After-School Activities

Homework Soccer practice Walk home Homework
1 C. Anas After-School Activities

Homework Walk home Dinner Soccer practice
Dinner
Homework
1 B. * Anas After-School Activities

Walk home Dinner Soccer practice Homework
1 D. Anas After-School Activities

Walk home Soccer practice
Homework
Dinner
Key: B
LM06MC0105M10637
Mathematics
36
Knights Chess Club members are buying 8 shirts that are the same. Club members have a total of $150 and want to spend as much of it as possible. They have to decide which style of shirt to buy and whether to have the club name, a picture of a knight, or both printed on each shirt.
T-shirt Store Price List

Items Short sleeve T-shirts Long sleeve T-shirts Club name printed on shirt Knight printed on shirt Price $12 each $15 each $3 each shirt $2 each shirt
Write all the possible combinations of shirt types with different printing options. Determine the cost for each combination. Show your work using words, numbers, and/or pictures.
Mathematics
Which combination should club members buy? Use your calculations to explain how you know your choice is the one they should buy.
Which combination should the club members buy? ____________________________________________________
NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Item 36 Scoring Rubric
Grade 6 Mathematics Sample Test Item 36

Strand: Solves Problems, Reasons Logically SR05 Learning Target: (Construct Solutions and Verify Results) Use viable strategies and appropriate concepts and procedures from number sense, measurement, geometric sense, and/or probability and statistics to construct a solution; justify results using evidence; check for reasonableness of results; validate thinking and mathematical ideas using models, known facts, patterns, relationships, and/or counterexamples (2.2.2, 2.2.3,, 3.3.1, 3.3.2, 3.3.3) A 4-point response: The student shows understanding of problem solving and justifying the solution by earning 8 or 9 of the following value points: Understanding (3 value points) U1 uses 4 items and their prices to determine combinations (1 value point) U2 uses 8 members in the club (1 value point) U3 uses $150 as the target/limit (1 value point) Strategy/Procedure (2 value points) S1 shows appropriate strategy/procedure to find cost of combinations OR shows cost of individual combinations (1 value point) S2 shows appropriate strategy/procedure to find total cost of combinations and uses all four items (1 value point) NOTE: Determining unit price of $18.75 is an appropriate strategy. Answers A1 shows 5 of 6 combinations with cost (1 value point) A2 writes that the best option is long sleeved T-shirts with printed club name (1 value point) Justification J1 justifies the combination choice by comparing its cost with the costs of the other combinations using comparative language (1 value point) J2 justifies the combination choice with numerical values (1 value point) A 3-point response: The student earns 6 or 7 value points. A 2-point response: The student earns 4 or 5 value points. A 1-point response: The student earns 2 or 3 value points. A 0-point response: The student shows very little or no understanding of constructing solutions with justification.
Annotated Example of a 4-point response for question number 36:

36


Score: 4
Annotations:
The student shows understanding of problem solving and justifying the solution by earning 9 of the 9 value points: U1, U2 (by calculating $96 the student has used 8), U3, S1, S2, A1, A2 (writes the best option is Long Sleeve with Club), J1, J2 (long Sleeve with Club is $144 and that is the closest amount to $150). This response earns four points.
10

36

11

Score: 4
Annotations:
The student shows understanding of problem solving and justifying the solution earning 8 of the 9 value points: U1, U2, U3, S1, S2, A2, J1 and J2. Writing wanted to spend as close to $150 as possible satisfies both U3 and J1. Writing this came up to $144the short sleeve, the picture of a Knight, and the club name it only comes to $136 justifies the combination choice with numerical support, earning credit for J2. There are only three combinations with cost, earning no credit for A1. This response earns four points.
12

36

13

Score: 4
Annotations:
The student shows understanding of problem solving and justifying the solution by earning 9 out of 9 value points: U1, U2, U3, S1, S2, A1, A2, J1 and J2 (because it is 144$ and the rest of them are to low or higher than 150.) This response earns four points.
14

36

15

Score: 3
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 6 out of 9 value points: U1, U2, S1, S2, A2 and J1. Does not write that $150 is the limit nor is there a cost of a combination over $150, earning no credit for U3. Only 4 combinations with costs are shown, earning no credit for A1. There is a comparative statement, Because it uses the most money, but no numerical support earning credit for J1 but not J2. This response earns three points.
16

36

17

Score: 3
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 7 out of 9 value points: U1, U2, U3, S1, S2, A1 and A2. There is no comparison with numerical support, earning no credit for J1 and J2. This response earns three points.
18

36

19

Score: 3
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 6 out of 9 value points: U1, U2, U3, S1, S2 and J2. Although $8.00 and 8.00 are shown for some calculations, at least one calculation uses 8 shirts to buy, instead of 8 dollars, earning credit for U2. Showing the total cost of the combination and the amount left over after subtracting from 150 earns credit for U2. Only 4 combinations with costs are shown, earning no credit for A1, and writes short sleeve shirts and knight printed on it... earning no credit for A2. Writing the cost of the items and the amount left over justifies the combination choice with numerical values but has no comparative statement, earning credit for J2 but not J1. This response earns three points.
20

36

21

Score: 2
Annotations:
The student shows partial understanding of problem solving and justifying the solution earning 4 out of 9 value points: U1, U2, S1 and S2. Does not write that $150 is the limit nor is there a cost of a combination over $150, earning no credit for U3. Shows a run-on equation yet does not use it, earning credit for S1 and S2. Only 4 combinations with costs are shown, earning no credit for A1, and writes short sleeve shirts with their club nameand a knight picture, earning no credit for A2. There is no comparison with numerical support, earning no credit for J1 and J2. This response earns two points.
22

36

23

Score: 2
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 4 out of 9 value points: U1, S1, A1 and J2. Does not use 8 shirts to buy, showing the individual cost for each shirt combination, earning credit for A1, but not U2 and A2. Does not write that $150 is the limit nor is there a cost of a combination over $150, earning no credit for U3. Does not show any strategies, yet showing the addition of 2 or 3, earning credit for S1. Shows all 6 combinations with cost, earning credit for A1. Does not write long sleeved T-shirts with printed club name, writes Long sleeve with club name and Knight, earning no credit for A2. Writing The short sleeve shirt with club name and knight costs $17, but the long sleeve with knight costs $20 justifies the combination choice with numerical values but has no comparative statement, earning credit for J2 but not J1. This response earns two points.
24

36

25

Score: 2
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 5 out of 9 value points: U1, U2, U3, A2 and J1. Shows total costs for the 6 combinations with 2 calculation errors, yet has costs over $150 and chooses a combination less than $150, earning credit for U3 but not A2. No strategy/procedure is shown, earning no credit for S1 and S2. There is a comparative statement because it takes up most of their money, but no numerical support earning credit for J1 but not J2. This response earns two points.
26

36

27

Score: 1
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 2 out of 9 value points: S1 and A2. Writing long sleeve T-shirt and club name...because the most they could spend is $18... does not show any strategies, yet showing the individual cost of the combination does not require showing the addition of 3 to 15, earning credit for S1. Writing so they would have $182 left, uses $200 as the target/limit, earning no credit for U3. Writing Long sleeve T-shirt and club name earns credit for A2. There is no comparison with numerical support, earning no credit for J1 and J2. This response earns one point.
28

36

29

Score: 1
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 3 out of 9 value points: U2, S1 and A2. Does not use 4 items and their prices, uses only 2 earning no credit for U1. Shows a strategy/procedure to find the cost of combinations (S1) $15 8 = 120, $3 () 8 = 24 ...that is $144 for all, but does not use all 4 items, earning no credit for S2. Only shows 1 combination with cost, earning no credit for A1, yet writes Long sleeve T-shirts, club name printed on shirt earning credit for A2. There is no comparison with numerical support, earning no credit for J1 and J2. This response earns one point.
30

36

31

Score: 1
Annotations:
The student shows partial understanding of problem solving and justifying the solution by earning 3 out of 9 value points: U1, S1 and A1. Does not use 8 shirts to buy, showing the individual cost for each shirt combination, earning credit for A1, but not U2 and A2. Does not write that $150 is the limit nor is there a cost of a combination over $150, earning no credit for U3. Does not show any strategies, yet showing the individual cost of the combinations does not require showing the addition of 2 or 3, earning credit for S1. Shows all 6 combinations with cost, earning credit for A1. Does not write long sleeved T-shirts with printed club name, writes Long sleeve with Bolth print, earning no credit for A2. Writing ...its the one that cost the most is not a comparative statement earning no credit for J1; there is no numerical support, earning no credit for J2. This response earns one point.
32

36

33

Score: 0
Annotations:
The student shows little or no understanding of problem solving and justifying the solution by earning 1 out of 9 value points: U2. Writing 12 8 = 96, 15 8 = 120, 3 8 = 24, 2 8 = 16 uses 4 items and their prices, and uses 8 shirts to buy, but does not have any combinations earning no credit for U1 and U3, but earns credit for U2. No strategies are shown for combinations, earning no credit for S1 and S2. No combinations are shown and does not write long sleeved T-shirts with printed club name, earning no credit for A1 and A2. There is no comparison with numerical support, earning no credit for J1 and J2. Without any combinations there can be no justification of a combination choice. This response earns zero points.
34
2007 Mathematics Released Items 4 Josh is helping his little brother make a game. He found the following
scale drawing of a figure for a game piece.
In order to make the actual game piece, he must draw a similar figure with sides that are twice as long as the figure above. On the grid below, draw the actual game piece. You must use a ruler or straightedge.
13898
35

Item Information for item number 4 Score Points: 2 Tools: Y Strand and Target GS01 (Properties and Relationships): Demonstrate understanding of the concept of similarity and the attributes of circles and rectangular prisms; use the attributes of angles, polygons, circles, and rectangular prisms to describe, draw, and/or sort, classify and label objects and figures (1.3.1, 1.3.2) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 26.2% 21.3% 51.7% 0.8% 1.3 Points 0 1 2 NR Mean
36

Scoring Guide for item number 4 A 2-point response: The student shows understanding of drawing similar figures by doing the following: draws a similar figure on the grid uses a scale of 1:2.
NOTE: Allow for one incorrectly drawn horizontal or vertical segment with a measurement that can vary by 1 unit. A 1-point response: The student does one of the following: draws a figure with up to three incorrectly drawn horizontal or vertical line segments as long as they remain horizontal or vertical; draws an otherwise similar figure except one of the original horizontal or vertical lines is not drawn horizontally or vertically; draws a similar figure using a scale other than 1:1 and 1:2.
A 0-point response: The student shows very little or no understanding of drawing similar figures. NOTE: If the errors in the length of the two vertical congruent segments are the same, they are counted as one error. NOTE: A response with a figure that does not have exactly eight sides earns zero points.
37
13898
38

Annotation for example 2-point response: The student shows understanding of drawing similar figures by drawing a similar figure on the grid using a scale of 1:2. Labeling the vertices is not required. This response earns two points.
39
13898
40

Annotation for example 2-point response: The student shows understanding of drawing similar figures by drawing a similar figure on the grid using a scale of 1:2. This response earns two points.
41
13898
42

Annotation for example 2-point response: The student shows understanding of drawing similar figures by drawing a similar figure on the grid using a scale of 1:2 that has one incorrectly drawn vertical segment which varies by 1 unit. The left vertical segment is 5 units long, not 4. This response earns two points.
43
13898
44

Annotation for example 1-point response: The student shows partial understanding of drawing similar figures by drawing a figure on the grid using a scale of 1:2 with one incorrectly drawn horizontal segment. The lower right horizontal segment is 6 units long, not 4, which is more than the 1 unit allowance. This response earns one point.
45
13898
46

Annotation for example 1-point response: The student shows partial understanding of drawing similar figures by drawing an otherwise similar figure on the grid using a scale of 1:2, except the right vertical segment is not drawn vertically but is slanted. This response earns one point.
47
13898
48

Annotation for example 1-point response: The student shows partial understanding of drawing similar figures, in the context of this item, by drawing a figure using a scale of 1:3. All sides are drawn correctly for the scale. This response earns one point.
49
13898
50

Annotation for example 0-point response: The student shows little or no understanding of drawing similar figures by drawing a figure with an inconsistent scale. This response earns zero points.
51
2007 Mathematics Released Items 5 Mr. McClary just finished scoring tests for his twelve students. The box
shows the scores for his twelve students.
Mr. McClarys Class Test Scores 85, 62, 98, 100, 82, 77, 78, 97, 82, 76, 86, 65 Clearly represent the data from the table in a stem-and-leaf plot. Be sure to include: An informative title that tells who and what the plot is about An accurate display of data A key that explains how to read the stem and leaves.
06108
52

Item Information Score Points: 2 Tools: X Strand and Target CU02 (Organize, Represent, and Share Information): Organize numerical, measurement, geometric, probability, statistical, and/or algebraic information for a given purpose; represent numerical, measurement, geometric, probability, statistical, and/or algebraic information in graphs or other appropriate forms that include title, labels, appropriate and consistent scales, and accurate data display; use everyday and mathematical language and/or notation to clearly explain and/or describe numerical, measurement, geometric, probability, statistical, and/or algebraic ideas and information in ways appropriate for audience and purpose relevant to eighth grade students (4.2.1, 4.2.2, 4.2.3) Performance Data (Use this space to fill in student performance information for your school and district.)
53

Scoring Guide for item number 5 A 2-point response: The student shows understanding of representing mathematical information using a stem-and leaf plot by doing the following: creates a stem-and-leaf plot that accurately represents at least 10 of the 12 pieces of data includes an informative title includes a key.
A 1-point response: The student does the following: creates a stem-and-leaf plot that accurately represents at least 10 of the 12 pieces of data
AND one of the following: OR creates a stem-and-leaf plot that accurately represents all 12 pieces of data. includes an informative title includes a key
A 0-point response: The student shows very little or no understanding of representing mathematical information using a stem-and-leaf plot. NOTE: Order within individual leaves does not affect the score.
54
06108
Annotation for example 2-point response: The student shows understanding of representing mathematical information using a stem-andleaf plot by creating a stem-and-leaf plot that accurately represents all 12 pieces of data, including an informative title, Test scores for Mr. McClary, and including an appropriate key, 8 | 5 = 85. This response earns two points.
55
06108
Annotation for example 2-point response: The student shows understanding of representing mathematical information using a stem-andleaf plot by creating a stem-and-leaf plot that accurately represents all 12 pieces of data, including an informative title, Test Scores for Twelve Students, and including an appropriate key, 10 | 0 = 100. This response earns two points.
56
06108
Annotation for example 2-point response: The student shows understanding of representing mathematical information using a stem-andleaf plot by creating a stem-and-leaf that accurately represents all 12 pieces of data, including an informative title, Mr. MClarys Studuent test scores, and including an appropriate key, 6 | 2 = 62. This response earns two points.
57
Annotation for example 1-point response:
06108
The student shows partial understanding of representing mathematical information using a stem-and-leaf plot by creating a stem-and-leaf that accurately represents 11 pieces of data, 100 is incorrectly represented, and including an informative title, Mr. McClarys 12 students test scores. A key is not provided. This response earns one point.
58
06108
Annotation for example 1-point response The student shows partial understanding of representing mathematical information using a stem-and-leaf plot by creating a stem-and-leaf that accurately represents all 12 pieces of data and including an appropriate key, 9 | 7, 8 = 97, 98. A title is not provided. This response earns one point.
59
06108
Annotation for example 1-point response: The student shows partial understanding of representing mathematical information using a stem-and-leaf plot by creating a stem-and-leaf that accurately represents all 12 pieces of data. Neither a title nor key is provided. This response earns one point.
60
06108
Annotation for example 0-point response: The student shows little or no understanding of representing mathematical information using a stem-and-leaf plot. The stem-and-leaf plot is incorrect. The leaf side has the actual score points. The title, Mr. MCLARYs student scores, is correct; however, credit is not given for an appropriate title alone. The key describes the incorrect stem-and-leaf plot. This response earns zero points.
61
2008 Mathematics Released Items 1 The athletic departments storage box is 2 feet wide, 8 feet long, and 3 feet
high. Packaged volleyballs come in boxes 1 foot long, 1 foot wide, and 1 foot high. What is the greatest number of packaged volleyballs that can be stored in the storage box?
1 A. 13 1 B. 16 1 C. 24 1 D. 48
10856
Item Information Score Points: 1 Tools: N Strand and Target ME03 (Procedures): Use formulas, including the Pythagorean Theorem, to determine missing measurements of circles, triangles, rectangular prisms, and cylinders; use systematic procedures to measure, describe, and compare angle measurements identify angle measurement as the attribute to be measured, select and use an appropriate unit for angle measurement, select and use a tool that matches the unit chosen, compare attribute to units on tool to determine the number of units. (1.2.5) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 13.3% 12.6% 10.6% 62.9% 0.6% Responses (* = correct response) A B C D* NR
62
2008 Mathematics Released Items 5 Theresa made a circle graph to show all of the places where she stayed
during 10 weeks last summer. She labeled her graph using degrees instead of percents. Places Where Theresa Stayed Last Summer (10 weeks total) Grandparents house
72
Friends house
Home
180
18 36
36
Family vacation
18
Camp Aunts house Use the degrees to determine how many weeks Theresa spent at her grandparents house. Show your work using words, numbers, and/or pictures.
How many weeks did Theresa spend at her grandparents house? __________
06959
63

Item Information Score Points: 2 Tools: Y Strand and Target MC01 (Connect within Mathematics): Use concepts and procedures from two or more of the content strands in a given problem or situation; relate and use different mathematical models and representations of the same situation (5.1.1, 5.1.2) Performance Data (Use this space to fill in student performance information for your school and district.)
Scoring Guide for item number 5 A 2-point response: The student shows understanding of making a mathematical connection using concepts and procedures from both measurement and number sense by doing the following: shows work that appropriately uses 72 and/or that supports how the number of weeks was determined writes 2 for the number of weeks or 14 days.
A 1-point response: The student does one of the following: shows work that could lead to determining 2 weeks writes an answer that is consistent with an incorrect conversion writes 2 for the number of weeks or 14 days.
A 0-point response: The student shows very little or no understanding of making a mathematical connection using concepts and procedures from both measurement and number sense.
64
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 2-point response: The student shows understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student shows work that appropriately uses 72
x 10 72 360
and writes 2 weeks. This response earns two points.
65
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 2-point response: The student shows understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student shows work that supports how the number of weeks was determined 180 = 5 weeks, 72 = 2 weeks, 18 = 1/2 week, 36 = 1 week and writes 2 weeks. This response earns two points.
66
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 2-point response: The student shows understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student shows work that appropriately uses 72 a circle has 360. I divided that by 5. I got 72. 10 weeks divided by five is 2 weeks and writes 2. This response earns two points.
67
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 1-point response: The student shows partial understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student shows work that could lead to determining 2 weeks 50%, 20%, 5%, 10%, 10%, 5% but writes an incorrect answer 1 week. This response earns one point.
68
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 1-point response: The student shows partial understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student writes an answer 4 that is consistent with an incorrect conversion There are 5 weeks in each 90. This response earns one point.
69
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 1-point response: The student shows partial understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student writes 2 but shows incorrect work. This response earns one point.
70
2008 Mathematics Released Items 2007 5 Theresa made a circle graph to show all of the places where she stayed
72
Friends house
Home
180
18 36
36
Family vacation
18
06959
Annotated example for a 0-point response: The student shows little or no understanding of making a mathematical connection using concepts and procedures from both measurement and number sense. The student shows incorrect work 72 10 = 7.2 and writes an incorrect answer 7.2. This response earns zero points.
71
Mathematics
The Associated Student Body (ASB) at Baker Middle School conducted a survey to determine which assemblies the school should schedule for next year. The tables show the options and costs of options for March and April. Cost for Each Assembly Option Guest Assembly Jugglers Reptile Show Acrobats Donkey Basketball Speaker Cost $1,000.00 $800.00 $700.00 $500.00 $200.00
Assembly Options for March and April March Assembly Jugglers Reptile Show Donkey Basketball April Assembly Speaker Acrobats
Each of the 500 students voted for one of the ve choices. The circle graph shows the results of their votes.
Student Votes
85 students Donkey Basketball 125 students Jugglers
90 students
Acrobats Speaker Reptile Show 80 students
120 students The ASB must select one assembly for each month. They want to spend as much of their $1,500 budget as possible without going over $1,500.
72
Mathematics
Organize all of the information given in order to determine which assemblies the school should schedule for March and April. Make a proposal to the ASB and include the following: All possible combinations of assemblies for March and April The cost of each combination A recommendation for the March and April assemblies A reason why your recommendation is appropriate using information from each table or chart. Show your work using words, numbers, and/or pictures.
73

Strand: Communicates Understanding CU02 Learning Target: (Organize, Represent, and Share Information) Organize numerical, measurement, geometric, probability and statistical, and/or algebraic information for a given purpose; use everyday and mathematical language to clearly and effectively express or present ideas and information involving number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense; explain and/or represent mathematical ideas and information in ways appropriate for audience and purpose in a context that is relevant to eighth grade students and involves number sense, measurement, geometric sense, probability and statistics, and/or algebraic sense (4.2.1, 4.2.2, 4.2.3) A 4-point response: Students shows understanding of organizing and explaining mathematical data in a useful format for a given purpose by doing the following: creates an organized representation for 5 or 6 of the 6 possible combinations of assemblies (1 assembly from March and 1 assembly from April) includes cost for each given combination writes a recommendation for one March and one April assembly with costs that add up to $1,500 provides support for their recommendation using information from each table and/or chart. NOTE: Allow for one transcription error in the recommendation or support. A 3-point response: Student does three of the following: creates an organized representation for 5 or 6 of the 6 possible combinations of assemblies (allow 1 extra combination) includes cost for each given combination writes a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 provides support for their recommendation using information from each table and/or chart.
74
Item 8 Scoring Rubric cont.
NOTE: An extra combination is one that contradicts the given parameters. A 2-point response: Student does two of the following: creates an organized representation for 5 or 6 of the 6 possible combinations of assemblies (allow 2 extra combinations) includes cost for each given combination writes a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 provides support for their recommendation using information from each table and/or chart. A 1-point response: Student does one of the following: creates an organized representation for 5 or 6 of the 6 possible combinations of assemblies (allow 3 extra combinations) includes cost for each given combination writes a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 provides support for their recommendation using information from each table and/or chart. A 0-point response: Student shows very little or no understanding of organizing and explaining mathematical data in a useful format for a given purpose.
75

8
Each of the 500 students voted for one of the five choices. The circle graph shows the results of their votes.
Student Votes
90 students
76

Score: 4
Annotations:
Student shows understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation for 5 of the 6 possible combinations of assemblies (1 assembly from March and 1 assembly from April), including cost for each given combination, writing a recommendation for one March and one April assembly with costs that add up to $1,500 I would recomend that the two months contain a reptile show, and acrobats., and providing support for their recommendation using information from each table and/or chart use up the total of $1500 and was the 2nd most popular choice. This response earns four points.
77

8
Student Votes
90 students
78

Score: 4
Annotations:
Student shows understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation of the 6 possible combinations of assemblies (1 assembly from March and 1 assembly from April), including cost for each given combination, writing a recommendation for one March and one April assembly with costs that add up to $1,500 I would recommend having the Reptile Show for March and the Acrobats for April..., and providing support for their recommendation using information from each table and/or chart ...together cost exactly 1500$ and ...get the second highest choice for March and the 1st highest choice for April. This response earns four points.
79

8
Student Votes
90 students
80

Score: 4
Annotations:
Student shows understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation of the 6 possible combinations of assemblies (1 assembly from March and 1 assembly from April), including cost for each given combination, writing a recommendation for one March and one April assembly with costs that add up to $1,500 (the chart provided in the top center of the work space is accepted as the recommendation because it indicates the Reptile Show and the Acrobats as the choise, and providing support for their recommendation using information from each table and/or chart (the chart provided in the top center of the work space is accepted as the support). This response earns four points.
81

8
Student Votes
90 students
82

Score: 3
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation for 5 of the 6 possible combinations of assemblies, writing a recommendation for a viable combination of one March and one April assembly that is one with a total cost that adds up to a total of $1,500. I would chose the second show lineup... which refers to the Reptile Show and Acrobats, and providing support for their recommendation using information from each table and/or chart ...they would use their whole budget and it would be a more popular show.... The student does not include cost for each given combination. This response earns three points.
83

8
Student Votes
90 students
84

Score: 3
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by including cost for each given combination, writing a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 I would recomend using the reptile show and the Acrobats., and providing support for their recommendation using information from each table and/or chart ...they are the 2nd and 3rd highest chose asembies. They also use all of the 1,500 dollars. The student does not create an organized representation for 5 or 6 of the 6 possible combinations of assemblies. This response earns three points.
85

8
Student Votes
90 students
86

Score: 3
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation of the 6 possible combinations of assemblies, including cost for each given combination, and providing support for their recommendation using information from each table and/or chart ...would only cost 700$ in 2 months. The student writes a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 but not equal to $1,500. This response earns three points.
87

8
Student Votes
90 students
88

Score: 2
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by including cost for each given combination and providing support for their recommendation using information from each table and/or chart (includes correct support for each recommendation). The student does not create an organized representation for 5 of the 6 possible combinations of assemblies since the response includes three extra combinations (jugglers/donkey basketball, reptile show/donkey basketball, acrobats/speaker) and does not write a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 but rather writes two recommendations: jugglers and donkey b-ball or reptile show and acrobats. This response earns two points.
89

8
Student Votes
90 students
90

Score: 2
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by including cost for each given combination and providing support for their recommendation using information from each table and/or chart (correctly identifies the cost of jugglers and donkey basketball as $1,500). The student does not create an organized representation for 5 or 6 of the 6 possible combinations of assemblies (only lists one) and does not correctly write a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 (recommends the non-viable combination of jugglers and donkey basketball). This response earns two points.
91

8
Student Votes
90 students
92

Score: 2
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by creating an organized representation for 5 of the 6 possible combinations of assemblies and including cost for each given combination. The student does not write a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 and does not provide support for their recommendation using information from each table and/or chart. This response earns two points.
93

8
Student Votes
90 students
94

Score: 1
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by including cost for each given combination. The student does not create an organized representation for 5 or 6 of the 6 possible combinations of assemblies (lists one correct combination and three extra combinations), does not write a correct recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 (writes three different recommendations), and does not provide support for their recommendation using information from each table and/or chart since the response includes an incorrect total for one of the recommendations $14,000. This response earns one point.
95

8
Student Votes
90 students
96

Score: 1
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by providing support for their recommendation using information from each table and/or chart ...you would use all the budget and a lot of kids voted for them! The student does not create an organized representation for 5 or 6 of the 6 possible combinations of assemblies (provides one correct combination (reptile show and acrobats) and two extra combinations), does not include cost for each given combination, and does not write a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500 (recommends a non-viable combination of jugglers and donkey basketball). This response earns one point.
97

8
Student Votes
90 students
98

Score: 1
Annotations:
Student shows partial understanding of organizing and explaining mathematical data in a useful format for a given purpose by including cost for each given combination. The student does not create an organized representation for 5 or 6 of the 6 possible combinations of assemblies (only provides one combination), does not write a recommendation for a viable combination of one March and one April assembly with costs that add up to a total cost $1,500, and does not provide support for their recommendation using information from each table and/or chart. This response earns one point.
99

8
Student Votes
90 students
100

Score: 0
Annotations:
The student shows little or no understanding of organizing and explaining mathematical data in a useful format for a given purpose by only showing four combinations. This response earns zero points.
101
Mathematics
10
Juan is writing an article for the school newspaper about students playing computer games online. He found a pie chart that shows a national percentage for computer game services. He also has the results from a student activities survey. Wharton Junior High School Student Activity Survey Activity Hiking Swimming Online Computer Games Reading Zap 15% Game Central 10% Use information from the pie chart and the table to predict how many Wharton Junior High School students use each online service. Show your work using words, numbers, and/or pictures. PYT 20% Fishing Boys 126 105 89 97 111 Girls 98 123 71 115 114
Percentage of Computer Game Players Who Use Each Online Service Provider Dotcom 30% ReNet 25%
About how many Wharton Junior High School students use each online service provider? ReNet ________________ PYT __________________ Game Central ________
LM08MC0104S07574
Zap
__________________ ______________
Dotcom
102

Strand: Makes Connections MC01 Learning Target: (Connect within Mathematics) Use concepts and procedures from two or more of the content strands in a given problem or situation; relate and use different mathematical models and representations of the same situation (5.1.1, 5.1.2) A 2-point response: The student shows understanding of using concepts and procedures from Number Sense and Probability and Statistics by doing the following: uses appropriate information from the circle graph and from the Online Computer Games portion of the table and includes both boys and girls shows at least one calculation or explanation using percent, ratio, and/or proportional reasoning that leads to four out of the five answers (ReNet, 40; PYT, 32; Game Central, 16; Zap, 24; Dotcom, 48). A 1-point response: The student does one of the following: shows the five answers (ReNet, 40; PYT, 32; Game Central, 16; Zap, 24; Dotcom, 48) uses appropriate information from the circle graph and from the Online Computer Games portion of the table and includes both boys and girls shows at least one calculation or explanation using percent, ratio, and/or proportional reasoning that leads to four out of five answers that follow from using incorrect information extracted from the table. A 0-point response: The student shows very little or no understanding of using concepts and procedures from Number Sense and Probability and Statistics.
103

10
Score: 2
Annotations:
The student shows understanding of using concepts and procedures from Number Sense and Probability and Statistics by using appropriate information from the circle graph and from the Online Computer Games portion of the table including both boys and girls, and showing at least one calculation (shows five using decimals equivalent to the percents) using percent that leads to all five correct answers (ReNet, 40; PYT, 32; Game Central, 16; Zap, 24; Dotcom, 48). This response earns two points.
104

10
Score: 2
Annotations:
The student shows understanding of using concepts and procedures from Number Sense and Probability and Statistics by using appropriate information from the circle graph and from the Online Computer Games portion of the table including both boys and girls, and showing at least one calculation (shows five multiplying by fractions equivalent to the percents) using percent that leads to all five correct answers (ReNet, 40 students; PYT, 32 students; Game Central, 16; Zap, 24; Dotcom, 48). This response earns two points.
105

10
Score: 2
Annotations:
The student shows understanding of using concepts and procedures from Number Sense and Probability and Statistics by using appropriate information from the circle graph and from the Online Computer Games portion of the table including both boys and girls, and showing at least one calculation (shows five finding 1% of the total of boys and girls and multiplying that by the appropriate scale factor) using percent, ratio, and/or proportional reasoning that leads to all five correct answers (ReNet, 40; PYT, 32; Game Central, 16; Zap, 24; Dotcom, 48). This response earns two points.
106

10
Score: 1
Annotations:
The student shows partial understanding of using concepts and procedures from Number Sense and Probability and Statistics by using appropriate information from the circle graph and from the Online Computer Games portion of the table and including both boys and girls. The student incorrectly put % behind their answers (ReNet, 40%; PYT, 32%; Game Central, 16%; Zap, 24%; Dotcom, 48%). This response earns one point.
107

10
Score: 1
Annotations:
The student shows partial understanding of using concepts and procedures from Number Sense and Probability and Statistics by using appropriate information from the circle graph and from the Online Computer Games portion of the table and including both boys and girls. The student incorrectly put % behind the answers (ReNet, 40%; PYT, 32%; Game Central, 16%; Zap, 24%; Dotcom, 48%). This response earns one point.
108

10
Score: 1
Annotations:
The student shows partial understanding of using concepts and procedures from Number Sense and Probability and Statistics showing the five answers (ReNet, 40; PYT, 32; Game Central, 16; Zap, 24; Dotcom, 48). The student shows no work. This response earns one point.
109

10
Score: 0
Annotations:
The student shows little or no understanding of using concepts and procedures from Number Sense and Probability and Statistics by using the incorrect total from the table, not showing any calculation or explanation, and providing no correct answers. This response earns zero points.
110
Mathematics
15
Werner goes back to school in 4 weeks. He has been offered a job to paint the outside of a barn. He is not sure if he has enough time to complete the job but he still owes his parents money and would like to take the job. The picture shows the dimensions of the barn.
10 ft
= Does not need paint
30 ft
80 ft
40 ft Werner has to decide whether he has enough time to do the job. He has the following information.
Use the data to help Werner decide whether he should take the job. Support your recommendation with data from the problem situation including: Surface area he must scrape and paint Total amount of paint he needs Total cost of the paint Total amount of time the job will take Comparisons of your computations with the time and cost limits he has.
111
Mathematics
Show your work using words, numbers, and/or pictures.
Recommendation:
LM08SR0504E06794
112

Strand: Solves Problems Reasons Logically SR05 Learning Target: (Construct Solutions and Verify Results) Use viable strategies and appropriate concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and algebraic sense to construct a solution; justify results using evidence; check for reasonableness of results; validate thinking and mathematical ideas using models, known facts, patterns, relationships, and/or counterexamples (2.2.2, 2.2.3, 3.3.1, 3.3.2, 3.3.3) A 4-point response: The student shows understanding of organizing relevant information to construct a solution to a problem in a context by earning 7 or 8 of the following value points: writes total surface area as 7600 square feet (1 value point) writes total gallons of paint needed as 16 must follow from surface area calculations (1 value point) writes total cost as $400 based on calculations for surface area and gallons needed (1 value point) writes the total amount of job time as 15 to 16 working days, inclusive, based on surface area calculations (1 value point) makes a recommendation that follows from results of calculations (1 value point) supports recommendation with appropriate comparisons - compares total surface area to amount one gallon covers (1 value point) - compares cost to budget (1 value point) - compares total job time to available time (1 value point). NOTE: Allow for one calculation error and any answers that follow from the error. A 3-point response: The student earns 5 or 6 value points. A 2-point response: The student earns 3 or 4 value points. A 1-point response: The student earns 2 value points. A 0-point response: The student shows very little or no understanding of organizing relevant information to construct a solution to a problem in a context by earning 0 or 1 value points.
113

15
10 ft
30 ft
80 ft
114
Score: 4
Annotations:
The student shows understanding of organizing relevant information to construct a solution to a problem in a context by earning 8 of the 8 value points: writes total area 7600 ft2 (1vp), writes total gallons of paint needed 16 (1vp), writes total cost of paint $400 (1vp), writes the total amount of job time 15 days (1vp), makes recommendation to take the job yes (1vp), compares total surface area to the amount one gallon covers 7600 500 = 15.2 or 16 (1vp), compares cost to the budget His paint is only $400 which is his Budget (1vp), and compares total job time to the available time, That is only 15 days, he has 20 days until school. (1vp). This response earns four points.
115

15
10 ft
30 ft
80 ft
116
Score: 4
Annotations:
The student shows understanding of organizing relevant information to construct a solution to a problem in a context by earning 7 of the 8 value points: writes total area 7600 ft.2 (1vp), writes total gallons of paint needed 16 (1vp), writes total cost of paint $400 (1vp), writes the total amount of job time 2 weeks to scrapeand a week to paint (1vp), compares total surface area to the amount one gallon covers 7600 ft.2 500 = 15.2 (1vp), compares cost to the budget $400 for paintuse all of his budget money (1vp), and compares total job time of 3 weeks to the available time he should finish with a week left before school (1vp). The student fails to make a recommendation. This response earns four points.
117

15
10 ft
30 ft
80 ft
118
Score: 4
Annotations:
The student shows understanding of organizing relevant information to construct a solution to a problem in a context by earning 7 of the 8 value points: writes total gallons of paint needed 193 gallan of paint which follows from surface area of 96,200 (1vp), writes total cost of paint $4825 based on calculations for surface area and gallons needed (1vp), writes the total amount of job time 64 work days and 10 to scrape (1vp), makes recommendation to not take up the Job (1vp), compares total surface area to the amount one gallon covers (96200 500 = 193) (1vp), compares cost to the budget Your budgets to low. You need next to $4825 to by paint (1vp), and compares total job time to the available time You dont have the time, it would take you 64 workdays to finish + 10 to scrape (1vp). The student incorrectly finds the surface area is 96,200 instead of 7600, without evidence of a computation error. This response earns four points.
119

15
10 ft
30 ft
80 ft
120
Score: 3
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 6 of the 8 value points: writes total gallons of paint needed 15 which follows from surface area calculation of 7240 (1vp), writes total cost of the paint is $375, which follows from work above (1vp), writes the total amount of job time 15 working days (1vp), makes recommendation take the job (1vp), compares total surface area to the amount one gallon covers 7240 500 = 14.48 or 15 (1vp), and compares total job time to the available time he will have about 1 week left over (1vp). The student incorrectly writes the surface area as 7240 instead of 7600, without providing evidence of a computation error, and fails to compare cost to the budget. This response earns three points.
121

15
10 ft
30 ft
80 ft
122
Score: 3
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 5 of the 8 value points: writes total gallons of paint needed 11 which follows from surface area of 5240 (1vp), writes total cost of paint 275$ which follows from surface area and gallons needed (1vp), writes the total amount of job time 14 days based on surface area calculations (1vp), makes appropriate recommendation I think he should take the job (1vp), and compares total surface area to the amount one gallon covers 5240 500 = 10.4 gallons or 11 (1vp). The student incorrectly found the surface area to be 5240, revealing a process error. The student fails to compare cost to the budget and total job time to the available time. This response earns three points.
123

15
10 ft
30 ft
80 ft
124
Score: 3
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 5 of the 8 value points: writes total gallons of paint needed 12 which follows from surface area of 5780 (1vp), writes total cost of paint $300 which is based on calculations for surface area and gallons needed (1vp), writes the total amount of job time 14 days based on surface area calculations (1vp), makes recommendation to take the job Yes he should take the Job (1vp), and compares cost to the budget by stating, he has enough money for paint. (1vp). The student incorrectly finds the surface area to be 5780 instead of 7600, fails to compare total surface area to the amount one gallon covers, and neglects to compare total job time to the available time. This response earns three points.
125

15
10 ft
30 ft
80 ft
126
Score: 2
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 3 of the 8 value points: writes total surface area 7600 (1vp), writes total gallons of paint needed as 16 (1vp), and writes total cost of paint based on one computation error 600 (1vp). The student fails to find the total job time, makes a faulty recommendation, I dont think he should do it, fails to compare total surface area to the amount one gallon covers, fails to compare cost to the budget, and makes an unsupported and faulty comparison of total job time to the available time, he doesnt have enough time. This response earns two points.
127

15
10 ft
30 ft
80 ft
128
Score: 2
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 3 of the 8 value points: compares total surface area to the amount one gallon covers 20600 500 sq. ft. = 41.2 gallons (1vp), compares cost to the budget by stating, he does not have enough money (1vp), and compares total job time to the available time by stating, he has enough time to finish the house (1vp). The student incorrectly finds the surface area to be 20,600 instead of 7600, writes the gallons needed as 41.2, which is inappropriate, fails to calculate the cost of the paint, states the paint time is 14 days, which is correct, but fails to add in the 10 days of scraping, and neglects to make a recommendation, This response earns two points.
129

15
10 ft
30 ft
80 ft
130
Score: 2
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 3 of the 8 value points: writes total gallons of paint needed 1 gallon which follows from surface area calculations (1vp), makes recommendation to take the job If I was him I would do it (1vp), and compares total surface area to the amount one gallon covers by stating such and drawing a line from 500 (the area that one gallon covers) to 160 ft. that he needs (1vp). The student incorrectly finds the surface area is 160, neglects to state the total cost, fails to write total amount of job time, fails to compare cost to the budget, and fails to compare total job time to the available time. This response earns two points.
131

15
10 ft
30 ft
80 ft
132
Score: 1
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 2 of the 8 value points: writes the total amount of job time 16 days based on surface area calculations (1vp), and makes recommendation to take the job that follows from results of calculations He should take the job (1vp). The student incorrectly determines the surface area is 8880,. The student states 16 gallons of paint, which does not follow from surface area calculations. The student writes the cost $400, which does not follow from surface area and actual gallons needed. The student fails to compare total surface area to the amount one gallon covers, fails to compare cost to the budget, and fails to compare total job time to the available time. This response earns one point.
133

15
10 ft
30 ft
80 ft
134
Score: 1
Annotations:
The student shows partial understanding of organizing relevant information to construct a solution to a problem in a context by earning 2 of the 8 value points: writes total gallons of paint needed 15 gallons, which follows from surface area of 7200 or 7210 (1vp), and writes the total cost of paint $375 based on calculations for surface area and gallons needed (1vp). The student incorrectly determines the surface area is 7210 without evidence of a computation error. The student fails to round up to 15 for total amount of job time, fails to make a recommendation, fails to compare total surface area to the amount one gallon covers, fails to compare cost to the budget, and fails to compare total job time to the available time. This response earns one point.
135

15
10 ft
30 ft
80 ft
136
Score: 0
Annotations:
The student shows little understanding of organizing relevant information to construct a solution to a problem in a context by earning zero value points. The student does not calculate surface area, so the paint figures and time calculations in the workspace are without merit. This response earns zero points.
137
Mathematics
24
Mr. Chivo needs to hire ve typists. His company policy states that he may only hire typists who score at the median or higher on a typing test all applicants take. What is the minimum number of people Mr. Chivo must test in order to hire ve typists? Explain how you chose your number of people using words, numbers, and/or pictures.
What is the minimum number of people Mr. Chivo must test in order to hire ve typists? __________________
LM08PS0204S09256
138

Strand: Probability and Statistics PS02 Learning Target: (Data Collection and Central Tendencies) Describe how a question, collection method, and/or different samples of a population may affect the data collected; determine and use range and measures of central tendency to describe a set of data; identify clusters and outliers and determine how they may affect measures of central tendency (1.4.3, 1.4.4) A 2-point response: The student shows understanding of using median by doing the following: states the answer is 9 explains with words, numbers, and/or pictures that the fifth data point is the median of 9 data points. A 1-point response: The student does one of the following: states the answer is 9 demonstrates some understanding of median states the answer is 10 and explains or shows dividing 10 into two groups of 5. A 0-point response: The student shows very little or no understanding of using median.
139

24
Mr. Chivo needs to hire five typists. His company policy states that he may only hire typists who score at the median or higher on a typing test all applicants take. What is the minimum number of people Mr. Chivo must test in order to hire five typists? Explain how you chose your number of people using words, numbers, and/or pictures.
Score: 2
Annotations:
The student shows understanding of using median by stating the answer 9 and explaining with words and pictures that the fifth data point is the median of 9 data points add the median typist to the four best typists. This response earns two points.
140

24
Score: 2
Annotations:
The student shows understanding of using median by stating the answer 9 and explaining with words and numbers that the fifth data point is the median of 9 data points I took as many numbes as I needed to make 5 be the median. This response earns two points.
141

24
Score: 2
Annotations:
The student shows understanding of using median by stating the answer 9 and explaining with words and numbers that the fifth data point is the median of 9 data points 1 2 3 4 5 6 7 8 9. This response earns two points.
142

24
Score: 1
Annotations:
The student shows partial understanding of using median by stating the answer 10 and explains in words and shows in pictures dividing 10 into two groups of 5. This response earns one point.
143

24
Score: 1
Annotations:
144

24
Score: 1
Annotations:
145

24
Score: 0
Annotations:
The student shows little or no understanding of using median. The student states the answer 10 without supporting work. This response earns zero points.
146
Mathematics
28
Ren will use activity tokens to decide what he will do each day in June.
Token Rules There are 30 days in June. There are 20 tokens in the hat. There are 4 tokens for movie rentals. Ren pulls 1 token each day. Tokens are returned to the hat after each pull.
Predict how many times Ren can expect to rent a movie in June.
1 A. 20 times 1 B. 10 times 1 C. 1 D.
6 times * 3 times
LM08MC0104M06127
Key: C
147
Mathematics
35
Hyun-Ki, Dominik, and Sarila are studying late at night. They decide to order pizza from Papa Petes pizzeria. The pizzas at Papa Petes are always cut into 16 equal slices.
Hyun-Ki says that he will eat 6 of the slices. Hyun-Ki, Dominik, and Sarila have agreed to split the cost based on the amount of pizza they eat. The total cost of the pizza is $14. How much does Hyun-Ki have to pay for his share of the pizza?
1 A. $2.33 1 B. $4.20 1 C. $5.25 * 1 D. $8.40

LM08NS0204M05964
Key: C
148
Mathematics
38
Gavin is building a storage shed attached to the side of his house. He needs to calculate the total surface area of the three walls of the shed to help determine how much paint he needs to purchase.
a a
Which expression will provide a good estimate of the total surface area of all three shed walls?
1 A. (c b) 2(a b) * 1 B. 2(c b) (a b) 1 C. 2a 2b c 1 D. a b c
LM08MC0104M09303
Key: A
149
Mathematics
42
There are 600 students at Rockford Middle School. 25% walk to school 35% ride bicycles 40% ride the school bus Which graph best represents student transportation?
1 A.
50 40 30 20 10 0
How Students Get to Rockford Middle School
Percent of Students
Walk
School Bicycles bus Methods of Transportation
1 B.

Ride Ride 25 s chool bicycles bus 35 40
1 C. *
How Students Get to Rockford Middle School Walk to school Ride school 25% 40% bus
35% Ride bicycle
1 D.
Methods of Transportation
Walk School bus Bicycles
0
10
20
30
40
50
LM08MC0104M06490
Percent of Students
Key: C 150
High School Mathematics WASL Practice Test
Reminder: Use a No. 2 pencil only. Do not use a mechanical pencil or pen.
2 A 5-foot-tall person casts an 8-foot shadow. A vertical pole that supports a basketball
hoop is 12 feet high.
How long is the shadow of the pole? { A. 7.5 feet { B. 15 feet { C. 19.2 feet { D. 25 feet
Key: C
151
7 On Enriques grid find all the points whose x coordinate is one third of its y
coordinate.
{ A. Points D, E, and F { B. Points D, E, F, and G { C. Points B, H, and I { D. Points B, H, I, and G
Key: A
152
13
Homeowners want to replace some old wooden steps with concrete steps. They make the following drawings and bring them to your construction company. They want an estimate of the total cost.
You explain that a wooden form is built for each step, and concrete is then poured into the form. Concrete is delivered in cubic yards. The bottom step is completed first, then the middle, and then the top. You show them the drawing and the price list below.
Delivered ready-mixed concrete . . . . . . . . . . . . . . . . . . $40/cu yd 8 in. wide wooden forms with 1 in. thick boards. . . . . . $1.50/ft Surfacing the concrete. . . . . .$0.50/sq ft (putting smooth surface on step areas)
153
13 (continued) The homeowners ask you to figure out the total cost and explain it to them. Create an organized job list for the cost part of the estimate. Make sure your estimate is supported by calculations of cost based on all materials used.
What is the estimated total cost?__________
154
SCORING GUIDE AND TRAINING MANUAL
ITEM 13
HIGH SCHOOL MATHEMATICS
Scoring Rubric
Grade 10 Mathematics WASL Practice Test Item 13

Strand: Communicates Understanding (CU02) Learning Target: (Organize, Represent and Share Information) Organize, clarify, and refine mathematical information for a given purpose; use everyday and mathematical language and notation in appropriate and efficient forms to clearly express or represent complex ideas and information; explain and/or represent complex mathematical ideas and information in ways appropriate for audience and purpose in a context that is relevant to tenth grade students (4.2.1, 4.2.2, 4.2.3)
A 4-point response demonstrates mathematical communication by doing the following: Includes all four (4) components: wood, surfacing, concrete, and total. Presentation has a layout that is clear, organized, includes identifications, and sequencing is appropriate. Labels for at least two of the three components (ft, ft2, and ft3) are used sufficiently to demonstrate understanding of and appropriate use. Conversions between measurements such as cubic feet to cubic yards, and calculations are appropriate and accurate. A 3-point response includes three of the four listed above. A 2-point response includes two of the four listed above. A 1-point response includes one of the four listed above. A 0-point response shows little or no mathematical understanding of the task
155
PR AC T I C E T E S T I T E M
13 - Anchor 1
13.
The homeowners ask you to figure out the total cost and explain it to them. Create an organized job list for the cost part of the estimate. Make sure your estimate is supported by calculations of cost based on all materials used.
Score: 4
Annotation:
The student shows understanding of mathematical communication by including all four components; having a presentation that is clear and organized; appropriately using labels (3 of 3); and using appropriate conversions and calculations. This response addresses all four of the elements. This response earns four points.
156
13 - Anchor 2a
13.
Homeowners want to replace some old wooden steps with concrete steps. They make the following drawings and bring them to your construction company. They want an estimate of the total cost.
You explain that a wooden form is built for each step, and concrete is then poured into the form. Concrete is delivered in cubic yards. The bottom step is completed first, then the middle, and then the top. You show them the drawing and the price list below.
157
13 - Anchor 2b
13.
(continued) The homeowners ask you to figure out the total cost and explain it to them. Create an organized job list for the cost part of the estimate. Make sure your estimate is supported by calculations of cost based on all materials used.
Score: 4
Annotation:
The student shows understanding of mathematical communication by including all four components; having a presentation that is clear and organized; appropriately using labels (3 of 3); and using appropriate conversions and calculations. (The response is not penalized for missing 1 on the wooden forms.) This response earns four points.
158
13 - Anchor 3
13.
Score: 3
Annotation:
The student shows partial understanding of mathematical communication by including all four; components; having a presentation that is clear, identified and organized; and appropriately using labels (2 of 3). One conversion error (24 cu ft/3) occurs. This response addresses three of the four elements. This response earns three points.
159
13 - Anchor 4
13.
Score: 3
Annotation:
The student shows partial understanding of mathematical communication by including all four components; having a presentation that is clear, identified and organized; and appropriately using labels (2 of 3). A calculation error occurs in the wooden form and surfacing, two steps are only 1 ft. wide. This response correctly addresses three of the four elements. This response earns 3 points.
160
13 - Anchor 5
13.
Score: 3
Annotation:
The student shows partial understanding of mathematical communication by including all four components; having a presentation that is organized but mislabeled. Labels for two of the three components are accurate (15 ft). Calculations for the concrete are missing. This response correctly addresses three of the four elements. This response earns three points.
161
13 - Anchor 6
13.
Score: 2
Annotation:
The student shows partial understanding of mathematical communication by including all four components and having a presentation that is identified and organized. No labels are used and the conversions and calculations are either incomplete or inaccurate. The response correctly addresses two of the four elements. This response earns two points.
162
13 - Anchor 7
13.
Score: 2
Annotation:
The student shows partial understanding of mathematical communication by including all four components and having a presentation that is clear and organized. Labels are inappropriately used; calculations are either incomplete or inaccurate and a conversion error occurs in concrete and surfacing. The response correctly addresses two of the four elements. This response earns two points.
163
13 - Anchor 8
13.
Score: 1
Annotation:
The student shows partial understanding of mathematical communication by including all four components. The presentation is not in an effective format for the situation; conversions and calculations are incomplete and/or inaccurate; and minimal labels are used. The response correctly addresses only one of the four elements. This response earns one point.
164
13 - Anchor 9
13.
Score: 1
Annotation:
The student shows partial understanding of mathematical communication by including all four components. The presentation is not in an effective format for the situation; calculations and conversions are incomplete and/or inaccurate; and no labels are used. The response correctly addresses only one of the four elements. This response earns one point.
165
13 - Anchor 10
13.
Score: 0
Annotation:
The student shows little or no understanding of mathematical communication. It is difficult to ascertain if the four components are addressed; the presentation is unclear, not identified and unorganized; calculations and conversions are incomplete or inaccurate; and no labels are used. The response does not correctly address any of the elements. This response earns zero points.
166
14
The school carnival has a dart game. A dart randomly hit the board.
10
30
15 I
II
10 III
IV
What is the probability that it landed in region II? { A. { B. { C. { D.

9 20
6 13 1 4 1 3
Key: A
167
16
Grand Coulee Dam is made of about 10,585,000 cubic yards of concrete. Which of the following would give the total amount of concrete in cubic feet? { A. 10,585,000 27 { B. 10,585,000 27 { C. 10,585,000 9 { D. 10,585,000 9
Key: A
168
21
Alice, Bob, Farhana, and Jamal went out for pizza. When the bill came, they decided to split the check. Alice figured out what she owed by multiplying the bill by 0.25. Bob figured his share by finding 30% of the total. Farhana figured out her amount by dividing the total by 3. To determine what he owed, Jamal found 12% of the total. Who paid the most money? { A. Alice { B. Bob { C. Farhana { D. Jamal
Key: C
169
36
When the height of a cylindrical storage tank is 11 m and the radius is 10 m, what would be its volume? { A. 314 m3 { B. 691 m3 { C. 1,100 m3 { D. 3,454 m3
Key: D
170
38
Suki needs to translate the following bar graph into a circle graph.
What should be the measure of the angle of the section for espresso? { A. 20 degrees { B. 60 degrees { C. 72 degrees { D. 90 degrees
Key: C
171
2007 Mathematics Sample Items 4 To qualify for the state cross-country championships, Nora needs to run
4 miles in 30 minutes or less. Which is the slowest average rate, in minutes per mile, Nora could run to qualify for the state cross-country championships?
1 A. 7.2 1 B. 7.4 1 C. 7.5 1 D. 7.8

27726
Item Information Score Points: 1 Key: C Tools: X Strand and Target ME02 (Units and Systems): Demonstrate understanding of rate and other derived units of measurement; demonstrate understanding of how to convert within the US or metric system to achieve an appropriate level of precision; explain why different situations require different levels of precision (1.2.2, 1.2.3)
172
2008 Mathematics Sample Items 8 An electrician told Mrs. Aba that the labor required to repair the electrical
problem cost $150. The bill included a base service call charge of $40 plus $25 per hour. Without solving, write an equation that could be solved to determine the number of hours the electrician worked. Indicate what the variable represents.
02706
Item Information Score Points: 2 Tools: X Strand and Target AS02 (Symbols and Notations): Represent relationships between quantities using squares, cubes, and square roots; use variables to write expressions, linear equations, and inequalities that represent situations involving rational numbers, whole number powers, and square and cube roots (1.5.3, 1.5.4)
173
2008 Mathematics Sample Items

Scoring Guide for item number 8 A 2-point response: The student demonstrates understanding of writing equations to represent situations that involve variable quantities by doing the following: writes an equation that could be solved to determine the number of hours the electrician worked indicates the variable represents hours.
NOTE: Allow for one transcription error. NOTE: Per hour is not an acceptable indication that the variable represents hours. A 1-point response: The student does one of the following: writes an equation that could be solved to determine the number of hours the electrician worked, but does not indicate the variable represents hours writes an expression or incorrect equation but indicates the variable represents hours
A 0-point response: The student demonstrates very little or no understanding of writing equations to represent situations that involve variable quantities.
174
02706
Annotated example for a 2-point response for question number 8: The student shows understanding of writing an equation to represent a situation that involves a variable quantity by writing 150 = 40 + 25(H), an equation that could be solved to determine the number of hours the electrician worked. The student indicates the variable in the equation represents the hours worked by writing H = Hours worked. This response earns two points.
175
02706
Annotated example for a 2-point response for question number 8: The student shows understanding of writing an equation to represent a situation that involves a variable quantity by writing (150 40)/25 = H, an equation that could be solved to determine the number of hours the electrician worked. The student indicates the variable represents the hours worked by writing H=hours worked. This response earns two points.
176
02706
Annotated example for a 2-point response for question number 8: The student shows understanding of writing an equation to represent a situation that involves a variable quantity by writing (150-40)/25=H, an equation that can be solved to determine the number of hours the electrician worked, and crossing it out to write x=(c-b)/h. The student indicates the variable x represents the hours worked by writing x = # of hrs. The variables c, b, and h are also defined correctly. This response earns two points.
177
02706
Annotated example for a 1-point response for question number 8: The student shows partial understanding of writing an equation to represent a situation that involves a variable quantity by writing $150 = $40 + $25h, an equation that could be solved to determine the number of hours the electrician worked. The student does not define what h represents. This response has a correct equation without a defined variable. This response earns one point.
178
02706
Annotated example for a 1-point response for question number 8: The student shows partial understanding of writing an equation to represent a situation that involves a variable. The equation 150 + 40 + 25x = y is incorrect. The student indicates the variable x represents the hours worked by writing x=numbers of hours. The response has an incorrect equation but a correctly defined variable. This response earns one point.
179
02706
Annotated example for a 1-point response for question number 8: The student shows partial understanding of writing an equation to represent a situation that involves a variable. The expression 40 +(n25) is correct but not an equation. The student indicates the variable n represents the hours worked by writing n = number of hours worked. The response has an expression, not an equation, and a correctly defined variable. This response earns one point.
180
02706
Annotated example for a 0-point response for question number 8: The student shows little or no understanding of writing an equation to represent a situation that involves a variable quantity. The student manipulates the numbers to determine correctly the number of hours worked but is off prompt. This response earns zero points.
181

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Mathematics Assessment

Measurements of Student Progress Grade 7

2008 Mathematics Released Items

The chart shows Anas after-school activities.

Which circle graph shows how Ana spent her time?

1 A. Anas After-School Activities

1 C. Anas After-School Activities

1 B. * Anas After-School Activities

1 D. Anas After-School Activities

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Which combination should the club members buy? ____________________________________________________

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Item 36 Scoring Rubric

Grade 6 Mathematics Sample Test Item 36

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 4-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 3-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 2-point response for question number 36:

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE

Annotated Example of a 1-point response for question number 36:

T-shirt Store Price List

NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE