QuickGuide GR6

Mathematics Assessment
Quick Guide
Measurements of Student Progress Grade 6
Table of Contents
Grade62006ReleasedItems ItemNumber PE #2 6.1.H Grade62007ReleasedItems ItemNumber PE #4 6.3.D Grade6PracticeTest ItemNumber PE #9 6.1.H #16 6.4.E #20 6.3.D #30 6.2.A #31 6.1.H #34 6.3.D #35 6.2.A #40 6.3.D #41 6.1.H Grade72006ReleasedItems ItemNumber PE #1 6.3.D Grade72007ReleasedItems ItemNumber PE #3 6.1.H Grade72008ReleasedItems ItemNumber PE #1 6.1.E #3 6.3.A #4 6.2.D Grade82006ReleasedItems ItemNumber PE #1 6.3.D #2 6.6.C(6.3.D) Grade82007ReleasedItems ItemNumber PE #1 6.6.G(6.2.D) #3 6.2.A #6 6.6.G(6.3.D) Grade82008ReleasedItems ItemNumber PE #2 6.4.D #3 6.2.A #6 6.3.D PageNumber 3 PageNumber 19 PageNumber 28 29 30 39 40 49 50 51 60 PageNumber 61 PageNumber 77 PageNumber 78 79 81 PageNumber 90 106 PageNumber 122 123 124 PageNumber 154 156 157 Grade8PracticeTest ItemNumber PE #1 6.3.D #2 6.2.A #9 6.2.A #11 6.3.D #16 Partiallyalignedto 6.4.C #17 6.6.B(6.1.H) #18 6.3.D #19 Partialalignment to 6.3.D #21 Partialalignment to6.4.C #22 6.2.A #27 6.2.A #30 6.2.D #33 6.2.A #37 6.6.B/6.6.C (6.1.H) Grade8PracticeTest ItemNumber PE #40 *6.3.D *withmodification #41 6.2.B HighSchoolPracticeTests ItemNumber PE #4 6.3.D #6 6.2.A #22 6.4.E #28 6.1.H #40 6.6.C(6.3.D) 2007HighSchoolReleasedItems ItemNumber PE #11 6.6.B(6.3.D) #15 6.6.C(6.3.D) 2008HighSchoolReleasedItems ItemNumber PE #2 6.3.D #3 6.6.C(6.4.G) #7 6.4.B PageNumber 199 199 200 201 202 203 212 213
222 223 224 225 226 235
PageNumber 244 253 PageNumber 254 266 267 268 280 PageNumber 291 292 PageNumber 301 302 303
Thisdocumentmaybereproducedforeducationalpurposesbypermissionofthe WashingtonStateOfficeofSuperintendentofPublicInstruction.
2006 Mathematics Released Items 2 Iggy, the class lizard, lost his tail. The class found that Iggys tail grows
1 inch each week. 4
How many weeks will it take Iggys new tail to grow 5 inches? Show your work using words, numbers, and/or pictures.
How many weeks will it take Iggys new tail to grow 5 inches? __________
06875
2006 Mathematics Released Items 2 (continued)

Item Information Score Points: 2 Tools: X Strand: Solves Problems and Reasons Logically SR02 (Construct Solutions) Select and use relevant information; select and use appropriate concepts and procedures from number sense, measurement, geometric sense, probability, and/or statistics; apply a variety of strategies and approaches; determine whether or not a solution is viable, mathematically correct, and answers the question(s) (2.2.1, 2.2.2, 2.2.3, 2.2.4)
Percent Distribution School District State 33.62% 19.60% 45.01% 01.77% 01.1
Scoring guide for question number 2: A 2-point response: The student solves a problem by doing the following: Understanding 1 uses inch per week, or equivalent 4 uses 5 inches total tail growth, or equivalent
Points 0 1 2 NR Mean
Strategy/Procedure Answer writes 20. shows an appropriate strategy for determining the number of weeks
NOTE: An answer of 20 with an inappropriate label earns only 1 point. A 1-point response: The student does one of the following: 1 uses both inch and 5 inches and shows a strategy that could lead to the number of weeks 4 writes 20.
A 0-point response: The student shows little or no understanding of solving a problem.

Annotated example for a 2-point response for question number 2:
Iggy, the class lizard, lost his tail. The class found that Iggys tail grows
1 inch each week. 4

Annotated example for a 2-point response for question number 2 (continued): Annotations: 1 inch per week and 5 inches 4 total tail growth, showing an appropriate strategy by dividing 5 by .25 and writing 20. The student shows understanding of solving a problem by using This response earns two points.

1 inch each week. 4

Annotated example for a 2-point response for question number 2 (continued): Annotations: 1 inch per week and 5 inches 4 total tail growth, showing an appropriate strategy by creating a table which shows repeated The student shows understanding of solving a problem by using addition of .25 each week until 5 inches is reached, and writing 20 weeks. This response earns two points.

1 inch each week. 4

Annotated example for a 2-point response for question number 2 (continued): Annotations: 1 inch per week and 5 inches 4 total tail growth, showing an appropriate strategy by indicating 4 1 to = 1 inch and then 4 multiplying 4 5 and writing 20. The student shows understanding of solving a problem by using This response earns two points.
10

1 inch each week. 4
11

Annotated example for a 1-point response for question number 2 (continued): Annotations: 1 inch per week and 4 1 5 inches total tail growth and showing an appropriate strategy with repeated addition of 4 until 5 inches is reached but incorrectly writes 5 as the answer. The student shows partial understanding of solving a problem by using This response earns one point.
12

1 inch each week. 4
13

Annotated example for a 1-point response for question number 2 (continued): Annotations: The student shows partial understanding of solving a problem by writing 20 weeks. The 1 student does not show a strategy nor use inch per week or 5 inches total tail growth. 4 This response earns one point.
14

1 inch each week. 4
15

Annotated example for a 1-point response for question number 2 (continued): Annotations: 1 inch per week and 4 5 inches total tail growth and showing a strategy that could lead to the number of weeks by The student shows partial understanding of solving a problem by using providing 5 drawings each divided into fourths and indicating that each drawing equated to 1 week by writing: I cut each in fourts and colerd it. each on that was fild is 1 hole. But student incorrectly writes 5 as the answer. This response earns one point.
16

1 inch each week. 4
17

Annotated example for a 0-point response for question number 2 (continued): Annotations: 1 inch per week 4 but not using 5 inches total tail growth, not showing an appropriate strategy and writing an The student shows little or no understanding of solving a problem by using incorrect answer of 5/20. This response earns zero points.
18
2007 Mathematics Released Items 4

Annika has joined the Navy. She has offered to give either 25% or as many CDs as possible. Decide whether Mitzi should choose 25% or
6 of the CDs. 15 6 of 15
her CD collection to her sister, Mitzi, whichever Mitzi chooses. Mitzi wants
Use the results of your work to support your choice. Show all your work to support your choice using words, numbers, and/or pictures.
Should Mitzi choose 25% or
6 of the CDs? 15
__________
06389
19
2007 Mathematics Released Items

Item Information Score Points: 2 Tools: N Strand and Target NS01 (Number and Number Theory): Demonstrate understanding of the concept and symbolic representation of mixed numbers, proper and improper fractions, decimals, and integers as the set of natural numbers (1, 2, 3, ), the additive inverses (-1, -2, -3,), and 0; demonstrate understanding of the relative values of integers and non-negative fractions, decimals, and percents; use properties of addition and multiplication on non-negative fractions and decimals; demonstrate understanding of the concept of divisibility including prime and composite numbers, factors, and multiples (1.1.1, 1.1.2, 1.1.3) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 51.3% 17.3% 29.6% 1.8% 0.8 Points 0 1 2 NR Mean
Scoring Guide for item number 4 A 2-point response: The student shows understanding of ordering non-negative fractions and percents by doing the following: writes 15 6 provides supporting work that explains or shows that 15 is more than 25%.
6
A 1-point response: The student does one of the following: writes 15 and shows supporting work (beyond converting 25% to 4 or 100 ) that could lead to a correct answer choice but is incomplete or incorrect provides supporting work (beyond converting 25% to 4 or 100 ) that explains or shows 6 6 that 15 is more than 25%, but does not indicate 15 as the answer.
1 25 6 1 25
A 0-point response: The student shows little or no understanding of ordering non-negative fractions and percents.
20

Annotation for example 2-point response: The student shows understanding of ordering non-negative fractions and percents by writing 15 and providing supporting work by reducing 15 to 5 , finding a common denominator of 20 for both 5 and 4 and stating 15 or 20 is bigger than 25% or 20 . This response earns two points.
2 1 6 8 5 6 6 2
21

Annotation for example 2-point response: The student shows understanding of ordering non-negative fractions and percents by writing 15 and providing supporting work by converting 15 to 40% and comparing it to 25%, stating 15 = 40% and 40 is bigger than 25 and showing that 15 = 3 which is biggir tha 4 or 25%. This response earns two points.
6 5 1 1 6 6
22

Annotation for example 2-point response: The student shows understanding of ordering non-negative fractions and percents by writing 6/ 15 and providing supporting work by choosing a benchmark of 3 and showing relative value
6 6 2 /3 and 25% < 33%, to the benchmark and also converting 15 to 5 and of 15 , its more than 1
2 . This response earns two points. 25% to 4 and stating 1/ 4< / 5
23

Annotation for example 1-point response: The student shows partial understanding of ordering non-negative fractions and percents by writing 15 and showing supporting work that could lead to a correct answer choice. The student correctly indicates 4 equates to 60 but incorrectly equates 15 to 60 . This response earns one point.
1 15 6 18 6
24

Annotation for example 1-point response: The student shows partial understanding of ordering non-negative fractions and percents by providing supporting work comparing two rectangular drawings with 4 shaded on one and 5
6 1 2
shaded on the other but then writing 6/ 12 rather than 15 as the answer. This response earns one point.
25

Annotation for example 1-point response: The student shows partial understanding of ordering non-negative fractions and percents by providing supporting work comparing two circle graphs with 4 shaded on one and 15 shaded on the other but writing 25% rather than 15 as the answer. This response earns one point.
6 1 6
26

Annotation for example 0-point response: The student shows little or no understanding of ordering non-negative fractions and percents by writing 25% as the answer and providing inaccurate supporting work by stating choose 25% because she will get 4 CDs but if she choose 6/ 15. She will only get 2. This response earns zero points.
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NON-SECURE MATERIALS MAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Mathematics
Gunnar put a fence around a rectangular area that was 6 feet by 12 feet. The fence cost $1.50 for each foot. What was the total cost of the fence?
1 A. 1 B. 1 C.
$27.00 $36.00 $54.00 *
1 D. $108.00
LM06MC0105M06604
Key: C
28
Mathematics
16
Miss Baker bought a sh tank for her class.
2 ft
2 ft 3 ft What is the volume of water the sh tank will hold when lled to the top?
1 A. 1 B.
6 cubic feet 7 cubic feet
1 C. 12 cubic feet * 1 D. 24 cubic feet

LM06ME0105M06358
Key: C
29
Mathematics
20
Keaneau and his father went to a movie at their local theater. Their local theater has a large theater screen that is much bigger than the typical movie screen. Large Theater Screen
Typical Movie Screen
60 ft
20 ft
37 ft
80 ft What is the ratio of the area of the large theater screen to the area of the typical movie screen? Show your work using words, numbers, and/or pictures.
What is the ratio of the area of the large theater screen to the area of the typical movie screen? __________________
30
NON-SECURE MATERIALSMAY BE COPIED BY WASHINGTON STATE EDUCATORS FOR INSTRUCTIONAL USE
Item 20 Scoring Rubric
Grade 6 Mathematics Sample Test Item 20

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 makes a mathematical connection using concepts and procedures from measurement and number sense by doing the following: writes the areas of the two movie screens 4,800 and 740 writes 4,800 or equivalent.
740
A 1-point response: The student does one of the following: writes the areas of the two movie screens 4,800 and 740 writes a ratio of the large screen to the small screen based on students area calculations writes writes
280 114 740 4,800
or equivalent based on perimeter calculations or equivalent.
A 0-point response: The student shows very little or no understanding of making a mathematical connection using concepts and procedures from measurement and number sense. NOTE: Allow for one transcription error.
31
Annotated Example of a 2-point response for question number 20:

20
60 ft
20 ft
37 ft
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from measurement and number sense by writing the areas of the two movie screens 4,800 and 740 and writing 1200 , which is equivalent to 4,800 . This response earns two points. 740 185
32

20
60 ft
20 ft
37 ft
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from measurement and number sense by writing the areas of the two movie screens 4,800 and 740 and writing 4800 : 740. This response earns two points.
33

20
60 ft
20 ft
37 ft
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from measurement and number sense by writing the areas of the two movie screens 4,800 and 720, as the result of one transcription error 36 instead of 37, and writing the ratio of the large screen to the small screen as a result of the one transcription error 4800 : 720. This response earns two points.
34

20
60 ft
20 ft
37 ft
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and procedures from measurement and number sense by writing the areas of the two movie screens 4,800 and 740 and writing 740:4800 reversing the order. This response earns one point.
35

20
60 ft
20 ft
37 ft
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and 280 procedures from measurement and number sense by writing as the ratio based on 114 perimeter calculations. This response earns one point.
36

20
60 ft
20 ft
37 ft
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and procedures from measurement and number sense by writing the areas of the two movie screens 4,800 and 740 but does not write a ratio. This response earns one point.
37

20
60 ft
20 ft
37 ft
Score: 0
Annotations:
The student shows little or no understanding of making a mathematical connection using concepts and procedures from measurement and number sense. The student does not write the areas of the two movie screens, and does not write a ratio. This response earns zero points.
38
Mathematics
30
Juan earned $48.00 last week delivering papers including $6.00 in tips. He delivered the paper 7 days last week. Let d Juans daily wage. Which equation represents Juans earnings for the week?
1 A. 6d 48 7 1 B. 6d 7 48 1 C. 7d 6 48 * 1 D. 7d 48 6
LM06AS0204M12818
Key: C
39
Mathematics
31
Maria is making 6 badges. Each badge uses 4 1 inches of ribbon. She

2
wants to buy the exact amount of ribbon needed to make the badges. How much ribbon should she buy?
1 A. 1 B. 1 C. 1 D.
1 yard 2 2 yard 3 3 yard * 4 5 yard 6
Show your work using words, numbers, and/or pictures.
40

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 makes a mathematical connection using concepts and procedures from number sense and measurement by doing the following: chooses C shows an appropriate procedure to find the amount of ribbon and writes 27 or equivalent shows the conversion between inches and yards and writes 3/4 or equivalent. A 1-point response: The student does one of the following: chooses C shows an appropriate procedure to find the total length of the ribbon and writes 27 or an answer consistent with one computation error determines a total length of ribbon and shows the conversion to yards. A 0-point response: The student shows very little or no understanding of making a mathematical connection using concepts and procedures from number sense and measurement.
41

31
2
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from number sense and measurement by choosing C, showing an appropriate procedure to find the amount of ribbon and writes 27, and showing the conversion between inches and yards and writes 3/4. This response earns two points.
42

31
2
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from number sense and measurement by choosing C, showing an appropriate procedure to find the amount of ribbon and writes 27, and showing the conversion between inches and yards and writes 3/4, and showing by the successive addition of 9, that 3/4 = 27. This response earns two points.
43

31
2
Score: 2
Annotations:
The student shows understanding of making a mathematical connection using concepts and procedures from number sense and measurement by choosing C, showing an appropriate procedure to find the amount of ribbon and writes 27, and showing the conversion between inches and yards and writes 3/4, and reduces 27/36 to 3/4. This response earns two points.
44

31
2
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and procedures from number sense and measurement by choosing C and showing an appropriate procedure to find the total length of the ribbon and writes 27 by successively adding 4 1/2, six times. The student does not show the conversion to yards but merely writes 27 inches = 3/4 yard which is not a conversion. This response earns one point.
45

31
2
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and procedures from number sense and measurement by showing an appropriate procedure to find the total length of the ribbon and writes 27 by adding six 4 1/2s to get 27. The student does not choose C (does not choose any letter) and does not determine a total length of ribbon and show the conversion to yards. This response earns one point.
46

31
2
Score: 1
Annotations:
The student shows partial understanding of making a mathematical connection using concepts and procedures from number sense and measurement by showing an appropriate procedure to find the total length of the ribbon and writes 27. The student does not choose C (chooses B) and does not determine a total length of ribbon and show the conversion to yards. This response earns one point.
47

31
2
Score: 0
Annotations:
The student shows little or no understanding of making a mathematical connection using concepts and procedures from number sense and measurement. The student does not choose C (chooses B), does not show an appropriate procedure to find the total length of the ribbon. This response earns zero points.
48
Mathematics
34
When Wanda went to summer camp, she took $50.00 spending money that she had earned doing yard work. She purchased a camp T-shirt for $16.50. What percent of Wandas original amount does she have left?
1 A. 16% 1 B. 33% 1 C. 67% * 1 D. 84%

LM06NS0204M06557
Key: C
49
Mathematics
35
Owl Park School is planning a talent show. Each student performance lasts the same amount of time. Let t the total time for the show in minutes. Let s the number of students performing. Which expression can be used to nd the length of time each student performs?
1 A. t s 1 B. t s 1 C. t s 1 D. t s *
LM06AS0205M10671
Key: D
50
Mathematics
40
Arthur and Dwayne were shopping for school clothes. Dwayne bought two shirts from Store A and Arthur bought two shirts from Store B. Store A 25% Off Marked Price Store B Buy One Get the Second One for Half Price
Dwayne
Arthur
Shirts on both racks had a marked price of $20. Arthur claimed he paid less for his two shirts than Dwayne paid for his two shirts. Determine how much Dwayne paid for his two shirts after the discount. Determine how much Arthur paid for his two shirts after the discount. Write a statement to support whether Arthurs claim was correct using evidence from the situation. Show your work using words, numbers, and/or pictures.
How much did Dwayne pay for his two shirts after the discount? ____________________ How much did Arthur pay for his two shirts after the discount? ____________________
LM06SR0405S10790
51

Strand: Solves Problems, Reasons Logically SR04 Learning Target: (Conclude) Draw conclusions and support them using evidence; evaluate procedures and results in various situations (3.2.1, 3.2.2, 3.2.3) A 2-point response: The student shows understanding of using information from a given situation to support or contradict a given conclusion by doing the following: writes Dwayne paid $30 for his shirts writes Arthur paid $30 for his shirts writes a statement to contradict Arthurs claim using evidence from the situation. A 1-point response: The student does two of the following: writes Dwayne paid $30 for his shirts writes Arthur paid $30 for his shirts writes a statement to contradict Arthurs. A 0-point response: The student shows very little or no understanding of using information from a given situation to support or contradict a given conclusion.
52

40
Dwayne
Arthur
Score: 2
Annotations:
The student shows understanding of using information from a given situation to support or contradict a given conclusion by writing Dwayne paid $30 for his shirts, writing Arthur paid $30 for his shirts, and writing No Arthur was not right. This response earns two points.
53

40
Dwayne
Arthur
Score: 2
Annotations:
The student shows understanding of using information from a given situation to support or contradict a given conclusion by writing Dwayne paid $30.00 for his shirts, writing Arthur paid $30.00 for his shirts, and writing Arthurs claim was not correct. This response earns two points.
54

40
Dwayne
Arthur
Score: 2
Annotations:
The student shows understanding of using information from a given situation to support or contradict a given conclusion by writing Dwayne paid $30 for his shirts, writing Arthur paid $30 for his shirts, and writing Aurthers claim was not correct because they paid the same amount. This response earns two points.
55

40
Dwayne
Arthur
Score: 1
Annotations:
The student shows partial understanding of using information from a given situation to support or contradict a given conclusion by writing Dwayne paid $30 for his shirts, writing Arthur paid $30 for his shirts. There is no written statement of support or contradiction to Arthurs claim in the response. This response earns one point.
56

40
Dwayne
Arthur
Score: 1
Annotations:
The student shows partial understanding of using information from a given situation to support or contradict a given conclusion by writing Arthur paid $30.00 for his shirts and writing Arthur was wrong but for the incorrect reason, determining that they paid two different amounts. Even though the evidence is incorrectly calculated, the student has contradicted Arthurs statement based on that evidence. This response earns one point.
57

40
Dwayne
Arthur
Score: 1
Annotations:
The student shows partial understanding of using information from a given situation to support or contradict a given conclusion by writing Arthur paid 30$ for his shirts and writing that Arthur paid 3X as much as Dwayne so Dwayne paid less that Arthur based on incorrect reasoning, determining that they paid two different amounts. Even though the evidence is incorrectly calculated, the student has contradicted Arthurs statement based on that evidence. This response earns one point.
58

40
Dwayne
Arthur
Score: 0
Annotations:
The student shows little or no understanding of using information from a given situation to support or contradict a given conclusion. The response incorrectly indicates that Dwayne paid $19.75 for his shirts, and Arthur paid $10.00 for his shirts, and states Arthur is correct. This response earns zero points.
59
Mathematics
41
Mrs. Hattori bought weekly lunch tickets for each of her three children. Weekly lunch tickets cost $7.50 each. One week, Mrs. Hattori paid for the lunch tickets with a fty-dollar bill. What is the correct change she should receive from the fty-dollar bill?
1 A. $42.50 1 B. $38.50 1 C. $32.50 1 D. $27.50 *

LM06NS0404M06310
Key: D
60

Marlene organized a bike-a-thon to raise money for a local charity. She made the following report about the money raised:

80% went directly to the charity. 15% was spent on advertising and supplies. 5% was used to purchase award ribbons.
The bike-a-thon raised a total of $500. How much money went to each category? Show your work to support your answers using words, numbers, and/or pictures.
How much money went to charity? __$_____________________ How much money went to advertising and supplies? __$_______________ How much money went to award ribbons? __$______________________
03416 03259
61

Item Information Score Points: 2 Tools: Yes Strand: Number Sense NS02 (Ratio and Proportion) Demonstrate understanding of the concepts of ratio, percent and direct proportion (1.1.4) Performance Data (Use this space to fill in student performance information for your school and district.):
Percent Distribution School District State 37.27% 17.50% 40.14% 5.1% 1

Scoring guide for question number 1: A 2-point response: The student shows understanding of ratios, percents, and proportions by doing the following: shows appropriate supporting work that uses percents or equivalent to calculate the amount of money for at least two of the categories shows that $400 went to charity, $75 went to advertising and supplies, and $25 went for award ribbons.
NOTE: If the student shows appropriate supporting work for one category and states that the same process was used for at least one additional category then 2 points will be given. A 1-point response: The student does one of the following: shows appropriate supporting work and the correct answer for one of the three categories gives three correct responses with incomplete, incorrect, or missing supporting work.
A 0-point response: The student shows very little or no understanding of ratios, percents, and proportions.
62


63

Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of proportions by calculating the amount of money for all three categories: $400 to charity, $75 to advertising and $25 to award ribbons. This response also includes work (proportions) that supports how these values were determined. This response earns two points.
64


65

Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of percents by calculating the amount of money for all three categories: $400 to charity, $75 to advertising and $25 to award ribbons. This response also includes work (percents converted to decimals) that support how these values were determined. This response earns two points.
66


67

Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of a ratio by calculating the amount of money for charity $400. This response also includes work that supports how this value was determined. The student also indicates that the method used to arrive at $400 was used to determine the other two answers, I did it for all of them. This is acceptable because of the note in the rubric. This response earns two points.
68


69

Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of percents by calculating the correct amount of money for charity $400 and award ribbons $25 and includes work that shows how these answers were determined. The amount given for advertising, $30, is incorrect. This response earns one point.
70


71

Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of ratios, percents, and proportions by writing the correct amount of money for all three categories, but there is no work shown to support how the answers were determined. This response earns one point.
72


73

Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of ratios, percents, and proportions by writing the correct amount of money for all three categories, but the work shown in the answer space does not support how the answers were determined. This response earns one point.
74


75

Annotated example for a 0-point response for question number 1 (continued): Annotations: The student shows little or no understanding of ratios, percents, and proportions. The student writes 16.7 as the answer for each category which is incorrect in all three cases. This response earns zero points.
76
2007 Mathematics Released Items 3 Tim and his two sisters decided to send a gift to their older brother in the
army. The cost of mailing was $0.37 for the first ounce and $0.23 for each additional ounce. The package weighed one pound. How much did it cost to mail the gift?
\ A. $3.45 \ B. $3.68 \ C. $3.82 \ D. $5.92

05342
Item Information for item number 3 Score Points: 1 Tools: Y Strand and Target MC01 (Connect within Mathematics): Apply concepts and procedures from two or more of the mathematics 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 12.9% 18.8% 60.1% 7.5% 0.8% Responses (* = correct response) A B C* D NR
77
2008 Mathematics Released Items 1 Look at the set of numbers below.

0.5 0.26 0.315 0.4030
Which number should be moved so that all the numbers will be in the correct order from least to greatest?
1 A. 0.5 1 B. 0.26 1 C. 0.315 1 D. 0.4030

00658
Item Information Score Points: 1 Tools: X Strand and Target NS01 (Number and Numeration): Demonstrate understanding of the concepts and symbolic representations of rational numbers including integers; demonstrate understanding of the relative values of rational numbers including integers; use properties of addition and multiplication with non-negative rational numbers; demonstrate understanding of the additive inverse property with integers (1.1.1, 1.1.2, 1.1.3) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 67.2% 11.3% 5.7% 15.0% 0.9% Responses (* = correct response) A* B C D NR
78
2008 Mathematics Released Items 3 Super Quilters club members are making a quilt that includes their logo.
The logo is a simple black-and-white design.
What fractional part of their logo is white?
1 A. 1 B. 1 C. 1 D.
1 7 3 9 6 9 6 12
12355
79

Item Information Score Points: 1 Tools: Y Strand and Target MC01 (Connect within Mathematics): Use concepts and procedures from two or more of the mathematics 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 3.3% 13.0% 12.8% 70.6% 0.2% Responses (* = correct response) A B C D* NR
80
2008 Mathematics Released Items 4 Four students are asked to solve the following problem:
3 + 5 4 2 (7 2)
Rochelle says the answer is 13. Mary says the answer is 65. Preston says the answer is 80. Toby says the answer is 150. Tell which student is correct. Clearly explain or show how you found your answer.
Which student is correct? _____________________________
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Item Information Score Points: 2 Tools: N Strand and Target NS04 (Computation): Add, subtract, multiply, and divide non-negative decimals and fractions using order of operations (1.1.6) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 48.2% 6.9% 44.1% 0.8% 1.0 Points 0 1 2 NR Mean
Scoring Guide for item number 4 A 2-point response: The student shows understanding of computing using order of operations by doing the following: writes Rochelle or 13 shows work that uses order of operations to support the answer.
A 1-point response: The student does one of the following: writes Rochelle or 13 shows work that uses order of operations.
NOTE: allow for one computation or transcription error. A 0-point response: The student shows very little or no understanding of computing using order of operations.
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3 + 5 4 2 (7 2)
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Annotation for example 2-point response: The student shows understanding of computing using order of operations by writing Rochelle and showing work that uses order of operations to support the answer. This response earns two points.
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3 + 5 4 2 (7 2)
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Annotation for example 2-point response: The student shows understanding of computing using order of operations by writing RochE is and showing work that uses order of operations to support the answer. This response earns two points.
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3 + 5 4 2 (7 2)
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Annotation for example 2-point response: The student shows understanding of computing using order of operations by writing Rochelle and showing work that uses order of operations to support the answer. This response earns two points.
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3 + 5 4 2 (7 2)
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Annotation for example 1-point response: The student shows partial understanding of computing using order of operations by writing Rochelle but giving an incomplete explanation first you do (7 2), then the multiplication. This response earns one point.
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3 + 5 4 2 (7 2)
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Annotation for example 1-point response: The student shows partial understanding of computing using order of operations by showing work that uses order of operations with a transcription error, the subtraction symbol is written as a multiplication symbol, resulting in an incorrect answer None. This response earns one point.
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3 + 5 4 2 (7 2)
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Annotation for example 1-point response: The student shows partial understanding of computing using order of operations by writing Rochelle. No supporting work is given. This response earns one point.
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3 + 5 4 2 (7 2)
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Annotation for example 0-point response: The student shows little or no understanding of computing using order of operations by incorrectly using order of operations to support the answer Mary. This response earns zero points.
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Roy drove 2,320 miles from Yakima, WA, to San Antonio, TX. It took him 40 hours to drive the total distance. What was Roys mean speed for the trip? Show your work using words, numbers, and/or pictures.
What was Roys mean speed for the trip? _______________
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Item Information Score Points: 2 Tools: Yes Strand: Measurement ME02 (Units and Systems) Demonstrate understanding of rate, slope, and other derived units of measurement; explain how selection of a unit affects the precision of measurement in a given situation; explain why different situations require different levels of precision (1.2.2, 1.2.3) Performance Data (Use this space to fill in student performance information for your school and district.):
Scoring guide for question number 1: A 2-point response: The student shows understanding of calculating rate and determining and labeling units by doing the following: writes 58 miles per hour shows work to support answer.
A 1-point response: The student does two of the following: writes 58 labels answer with miles per hour shows work to support answer.
A 0-point response: The student shows very little or no understanding of calculating rate and determining and labeling units.
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What was Roys mean speed for the trip?
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Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of calculating rate and determining and labeling units by writing 58 mph and showing work to support the answer 2320 40 = 58 with all parts labeled correctly. This response earns two points.
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Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of calculating rate and determining and labeling units by writing 58 mph and showing work to support the answer 2320 40 = 58 with all parts labeled correctly. This response earns two points.
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Annotated example for a 2-point response for question number 1 (continued): Annotations: The student shows understanding of calculating rate and determining and labeling units by writing 58 mph and writing an explanation of the correct procedure to support the answer I took total # of miles: 2320 & divided it by total # of hours: 40 & got 58. This response earns two points.
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Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of calculating rate and determining and labeling units by writing 58 and labeling the answer with mph. There is no work to support how the answer was determined. This response earns one point.
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Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of calculating rate and determining and labeling units by writing 58 and showing work to support answer 2320 40 = 58. There is no label written. This response earns one point.
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Annotated example for a 1-point response for question number 1 (continued): Annotations: The student shows partial understanding of calculating rate and determining and labeling units by showing work that supports how to determine the rate 2320 40 and labeling answer with miles an hour. The student writes an incorrect answer 54. This response earns one point.
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Annotated example for a 0-point response for question number 1 (continued): Annotations: The student shows little or no understanding of calculating rate and determining and labeling units by labeling correctly mph but writes an incorrect answer of 70 with no supporting work. This response earns zero points.
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Ms. Espinosas students are selling chocolates to raise money for a class trip. Their goal is to make $100 in profit. Chocolates cost the school $7 for 4 boxes. The students will sell each box for $3. How many boxes do the students need to sell to reach their goal? Show your work using words, numbers, and/or pictures.
How many boxes do the students need to sell to reach their goal? __________
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Item Information Score Points: 2 Tools: N Strand: Solves Problems and Reasons Logically SR02 (Construct Solutions) Select and organize relevant information; select and use appropriate concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and algebraic sense; apply a variety of strategies and approaches; determine whether a solution is viable, is mathematically correct, and answers the question(s) (2.2.1, 2.2.2, 2.2.3, 2.2.4)
Scoring guide for question number 2: A 2-point response: The student shows understanding of solving a problem by doing the following: Understanding uses the expenses and incomes to find a profit per box or equivalent
Strategies/Procedures shows a viable strategy to determine the number of boxes needed
Answers writes 80.
A 1-point response: The student does two of the following: uses the expenses and incomes to find the profit per box or equivalent shows a viable strategy to determine the number of boxes needed or the number of groups of four boxes needed writes 80.
A 0-point response: The student shows very little or no understanding of solving a problem.
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Annotated example for a 2-point response for question number 2 (continued): Annotations: The student shows understanding of solving a problem by using the expenses and incomes to find a profit per box or equivalent $5 profit every 4 boxes, showing a viable strategy to determine the number boxes needed $5 20 = 100 and 4 boxes 20 and writing 80. This response earns two points.
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Annotated example for a 2-point response for question number 2 (continued): Annotations: The student shows understanding of solving a problem by using the expenses and incomes to find a profit per box or equivalent $7 4 = $1.75 a box, 3 1.75 = 1.25 product profit per box, showing a viable strategy to determine the number boxes needed 10000 125 and writing 80 boxes. This response earns two points.
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Annotated example for a 2-point response for question number 2 (continued): Annotations: The student shows understanding of solving a problem by using the expenses and incomes to find a profit per box or equivalent $7/4 boxes = $1.75, 3 1.75 = 1.25, showing a viable strategy to determine the number boxes needed 10000 125 and writing 80. This response earns two points.
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Annotated example for a 1-point response for question number 2 (continued): Annotations: The student shows partial understanding of solving a problem by using the expenses and incomes to find the profit per box or equivalent 7 4 $1.75 and $3 $1.75 = $1.25 and gives a correct answer of 80. This response does not include the supporting work needed in order to get from $1.25 to 80 and therefore does not earn credit for showing a viable strategy. This response earns one point.
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Annotated example for a 1-point response for question number 2 (continued): Annotations: The student shows partial understanding of solving a problem by using the expenses and incomes to find the profit per box or equivalent 7 4 = $1.75 = cost of box for school, $1.25 = profit and showing a viable strategy to determine the number of boxes needed or the number of groups of four boxes needed 100 1.25. An incorrect answer 60 is given. This response earns one point.
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Annotated example for a 1-point response for question number 2 (continued): Annotations: The student shows partial understanding of solving a problem by using the expenses and incomes to find the profit per box or equivalent 3 4 = 12, 12 7 = 5 profit for 4 boxes and showing a viable strategy to determine the number of boxes needed or the number of groups of four boxes needed multiplying by 20. The student has shown a strategy that will lead to the correct answer but confuses the 20 boxes, which is really 20 groups of four, with individual boxes that will be sold. As a result an incorrect answer 20 is given. This response earns one point.
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Annotated example for a 0-point response for question number 2 (continued): Annotations: The student shows little or no understanding of solving a problem by dividing 100 by 3 to get 33.3 boxes. This response earns zero points.
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2007 Mathematics Released Items 1 Lynette needs to evaluate this expression:

[5 3(6 4) 8] 2 Which operation should be performed first?
1 A. Add 5 and 3 1 B. Add 4 and 8 1 C. Subtract 2 from 8 1 D. Subtract 4 from 6

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Item Information Score Points: 1 Tools: N Strand and Target NS04 (Computation): Compute with rational numbers, using order of operations and addition, subtraction, multiplication, division, powers, and square roots (1.1.6) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 15.1% 2.3% 2.8% 79.3% 0.5% Responses (* = correct response) A B C D* NR
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2007 Mathematics Released Items 3 Lorraine has a snow shoveling business. She charges $15 to go to a home
and $2 for each hour that she shovels. Let c cost and h number of hours. Which equation would give the cost for a home that takes any number of hours to shovel?
1 A. c 15 2h 1 B. c 15h 2 1 C. c 2h 1 D. c h(15 2)
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Item Information Score Points: 1 Tools: N Strand and Target AS02 (Symbols and Notations): Express relationships between quantities using equality and inequality symbols; use variables to write expressions, linear equations, and inequalities that represent situations involving rational numbers (1.5.3, 1.5.4) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 87.3% 4.1% 2.3% 6.1% 0.1% Responses (* = correct response) A* B C D NR
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2007 Mathematics Released Items 6 The Oakview soccer team traveled 75 miles from Oakview to Ridgeway.
The graph shows the speed of the bus at different times during the trip.
Oakview Midville Ridgeway
60 Speed (mph) 40 20 0 0 15 30 45 Time (minutes) Use the graph to describe the speed of the bus throughout the trip. Be sure to include each of the following in your description: Give the length of time to reach Midville. Explain what occurs between 15 minutes and 30 minutes. Explain what occurs between 30 minutes and 45 minutes. Give the speed limit in Midville. Explain what happens between 60 and 85 minutes. Give the top speed. Give the overall average speed (mph). 60 75 90
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Additional work space
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Item Information Score Points: 4 Tools: X Strand and Target CU01 (Gather Information): Develop a plan for collecting numerical, measurement, geometric, probability, statistical, and/or algebraic information for a given purpose; extract numerical, measurement, geometric, probability and statistical, and/or algebraic information from multiple sources (4.1.1, 4.1.2) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 9.5% 6.6% 15.3% 45.3% 17.6% 5.8% 2.6 Points 0 1 2 3 4 NR Mean
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Scoring Guide for item number 6 A 4-point response: The student shows understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout the trip and earning 9 or 10 of the following value points: writes the length of time to reach Midville as 45 minutes (1 value point) writes that the speed remained constant and/or remained at 60 mph (1 value point); writes a reference to speed between 15 minutes and 30 minutes (1 value point) writes that the speed decreased and/or speed went from 60 mph to 40 mph (1 value point); writes a reference to speed between 30 minutes and 45 minutes (1 value point) writes the speed limit in Midville as 40 mph (1 value point) writes that the speed of the bus increased and then stayed constant and/or the speed increased to 60 mph and remained there (1 value point); writes a reference to speed between 60 and 85 minutes (1 value point) writes the top speed during trip as 60 mph (1 value point) writes the overall average speed as 4850 mph inclusive (1 value point).
A 3-point response: The student earns 7 or 8 value points. A 2-point response: The student earns 5 or 6 value points. A 1-point response: The student earns 3 or 4 value points. A 0-point response: The student shows very little or no understanding of gathering applicable information and organizing information in a clear and systematic manner. NOTE: A list of seven responses without context will be matched in order with the seven bullets in the item. A list of other than seven responses without context earns zero points.
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Annotation for example 4-point response: The student shows understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout the trip that includes the length of time to reach Midville as 45 minutes, the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes, the speed limit in Midville as 40 mph, the speed of the bus increasing to 60 mph and then staying constant between 60 and 85 minutes, the top speed as 60 mph and the average speed as 50 mph. This response earns four points.
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Annotation for example 4-point response: The student shows understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout the trip that includes the length of time to reach Midville as 45 minutes, the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes, the speed limit in Midville as 40 mph, the speed of the bus increasing to 60 mph between 60 and 85 minutes, the top speed as 60 mph and the average speed as around 50 mph. Although the student referenced the speed of the bus between 60 and 85 minutes, no mention is made that the speed remained constant. This response earns four points.
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Annotation for example 4-point response: The student shows understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout the trip that includes the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes, the speed limit in Midville as 40 mph, the speed of the bus increasing to 60 mph and then staying constant between 60 and 85 minutes, the top speed as 60 mph and the average speed as 49.99 mph. The length of time to reach Midville is incorrect, 15 minutes. This response earns four points.
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The Oakview soccer team traveled 75 miles from Oakview to Ridgeway. The graph shows the speed of the bus at different times during the trip.
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Annotation for example 3-point response The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout most of the trip that includes the length of time to reach Midville as 45 minutes, the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus decreasing between 30 and 45 minutes, the speed limit in Midville as 40 mph, and the speed of the bus increasing to 60 mph between 60 and 85 minutes. Although the student referenced the speed of the bus between 60 and 85 minutes, no mention is made of the speed remaining constant, the top speed is not given, and the answer of 53.3 mph for the average speed is not within the acceptable interval. This response earns three points.
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Annotation for example 3-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout most of the trip that includes the length of time to reach Midville as 45 minutes, the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus decreased going down to 40 mph between 30 and 45 minutes (implied from the first two sentences), the speed limit in Midville as 40 mph and the top speed as 60 mph. Writing after going out of Midville does not identify a time frame and does not mention that the 60 mph remains constant. The answer of about 40 mph for the average speed is not within the acceptable interval. This response earns three points.
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Annotation for example 3-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout most of the trip that includes the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes, the speed limit in Midville as 40 mph, the speed of the bus increasing to 60 mph and then staying constant between 60 and 85 minutes and the top speed as 60 mph. The length of time to reach Midville is not given and the average speed of 52 miles per hour is not within the acceptable interval. This response earns three points.
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Annotation for example 2-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the length of time to reach Midville as 45 minutes, the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes and the speed limit in Midville as 40 mph. Writing the bus keeps going 60 (mph) does not identify a time frame and does not mention that the 60 mph remains constant and like 55 (mph) is neither the top speed nor within the acceptable interval for the average speed. This response earns two points.
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The Oakview soccer team traveled 75 miles from Oakview to Ridgeway. The graph shows the speed of the bus at different times during the trip.
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Annotation for example 2-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed limit in Midville as 40 mph, the speed of the bus increasing to 60 mph and then staying constant and the top speed as 60 mph. The length of time to reach Midville is not given, no reference is made to the time frame of 30 to 45 minutes and what happened during that time period, the time frame from 60 to 85 minutes was not identified and the average speed of 53 mph is not within the acceptable interval. This response earns two points.
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Annotation for example 2-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the speed of the bus remaining at 60 mph between 15 and 30 minutes, the speed of the bus going down to 40 mph between 30 and 45 minutes and the speed of the bus increasing to 60 mph and then staying constant between 60 and 85 minutes. The length of time to reach Midville, the speed limit in Midville, the top speed and the overall average speed are not given. This response earns two points.
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Annotation for example 1-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the speed limit in Midville as 40 mph, referencing speed between 60 and 85 minutes and the top speed as 60 mph. The length of time to reach Midville is not given, the time frames between 15 and 30 minutes and 30 and 45 minutes are mentioned, but no reference to speed is included, there is no indication that the speed increased and stayed constant between 60 and 85 minutes, and the average speed of 37.4 is not within the acceptable interval. This response earns one point.
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Annotation for example 1-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the length of time to reach Midville as 45 minutes, the speed limit in Midville as 40 mph and the top speed as 60 mph. All three time frames are addressed but no reference to speed is included and the average speed of 70 is not within the acceptable interval. The student responds in bullet form so answers are taken in the order of the bullets in the prompt. Time frames, even if not written, could earn credit if a reference to speed is included. There must be seven answers for the seven bullets for a response to be analyzed in this manner. This response earns one point.
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Annotation for example 1-point response: The student shows partial understanding of gathering applicable information and organizing information in a clear and systematic manner by writing a description of the speed of the bus throughout some of the trip that includes the length of time to reach Midville as 45 minutes, the speed limit in Midville as 40 mph, and the top speed as 60 mph. The three time frames, references to speed and average speed are not mentioned. This response earns one point.
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Annotation for example 0-point response: The student shows little or no understanding of gathering applicable information and organizing information in a clear and systematic manner by writing that the length of time to reach Midville is 45 minutes. No other description is included. This response earns zero points.
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2008 Mathematics Released Items 2 In a factory, a pyramid planter starts out as a flat pattern.
Top
Which planter will result from the pattern shown?
1 A.
1 C.
1 B.
1 D.
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Item Information Score Points: 1 Tools: X Strand and Target GS01 (Properties and Relationships): Demonstrate understanding of the concept of similarity and the characteristics of cylinders, cones, and pyramids; use the characteristics of circles and rectangular prisms and the properties of similarity to draw, describe, and compare 2-dimensional figures; use the Pythagorean Theorem to determine if a triangle is a right triangle (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 1.6% 69.0% 14.8% 14.3% 0.3% Responses (* = correct response) A B* C D NR
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2008 Mathematics Released Items 3 Helena is determining how much money she and her friends will need to
go to the movies. Each person going will buy a ticket, a bag of popcorn, and a drink. Helena writes a formula that will represent the situation.
q (t
d)
Which description represents the meaning of the variable q?
1 A. The price of a ticket 1 B. The cost of concessions 1 C. The number of people going 1 D. The amount of money required
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Item Information Score Points: 1 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 (1.5.3, 1.5.4) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 3.1% 4.5% 75.8% 16.4% 0.3% Responses (* = correct response) A B C* D NR
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2008 Mathematics Released Items 6 Daren lives 60 miles from the Oakview/Meyers Bay Ferry. He is planning
a trip to Meyers Bay for a four-hour visit with a friend. He averages 30 miles per hour driving. The only way to get from Oakview to Meyers Bay is to take a ferry, which takes one hour each way. Daren leaves his home at 8:00 A.M.
Darens House Meyers Bay
il e s 60 m
Oakview
Key Oakview/Meyers Bay Ferry Schedule Depart Oakview 5:15 A.M. 7:45 A.M. 10:20 A.M. 1:00 P.M. 3:40 P.M. 6:10 P.M. Depart Meyers Bay 6:30 A.M. 9:00 A.M. 11:40 A.M. 2:20 P.M. 4:55 P.M. 7:25 P.M. Ferry Road
At what time will Daren arrive at Meyers Bay? At what time will Daren get on a return ferry? Be sure to include: Departure times of the ferries Driving time.
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At what time will Daren arrive at Meyers Bay? ___________________ At what time will Daren get on a return ferry? ___________________
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Item Information Score Points: 4 Tools: X Strand and Target CU01 (Gather Information): Develop a plan for collecting numerical, measurement, geometric, probability and statistical, and/or algebraic information for a given purpose; extract numerical, measurement, geometric, probability and statistical, and/or algebraic information from multiple sources using reading and/or observation. (4.1.1, 4.1.2) Performance Data (Use this space to fill in student performance information for your school and district.)
Percent Distribution School District State 18.6% 12.8% 14.2% 22.9% 28.4% 3.1% 2.3 Points 0 1 2 3 4 NR Mean
Scoring Guide for item number 6 A 4-point response: The student shows understanding of extracting, explaining, or describing mathematical information from various sources by doing the following: writes information that can be used to determine the 2 hour driving time or writes 2 hours writes information that can be used to determine the 10:20 departure time from Oakview or writes 10:20 writes the arrival time in Meyers Bay as 11:20 writes the departure time from Meyers Bay as 4:55 includes appropriate time labels on the arrival time at Meyers Bay and on the time he gets on the return ferry.
A 3-point response: The student provides 4 of the 5 requirements listed in the 4-point response. A 2-point response: The student provides 3 of the 5 requirements listed in the 4-point response. A 1-point response: The student provides 2 of the 5 requirements listed in the 4-point response. A 0-point response: The student shows very little or no understanding of extracting, explaining, or describing mathematical information from various sources.
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il e s 60 m
Oakview
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Annotated example for a 4-point response: The student shows understanding of extracting, explaining, or describing mathematical information from various sources by including 5 of the 5 requirements. This response: writes two hours; writes 10:20 am; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55; includes appropriate time labels on the arrival time at Meyers Bay am and on the time he gets on the return ferry pm.
This response earns four points.
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il e s 60 m
Oakview
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Annotated example for a 4-point response: The student shows understanding of extracting, explaining, or describing mathematical information from various sources by including 5 of the 5 requirements. This response: writes 2 hours; writes information that can be used to determine the 10:20 departure time from Oakview 8:00 AM, 60 miles = 2 hours The ferry doesnt leave for another 20 minutes; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55; includes appropriate time labels on the arrival time at Meyers Bay AM and on the time he gets on the return ferry pm.
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il e s 60 m
Oakview
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Annotated example for a 4-point response: The student shows understanding of extracting, explaining, or describing mathematical information from various sources by including 5 of the 5 requirements. This response: writes information that can be used to determine the 2 hour driving time 8 A.m. House 10:00 A.m. Oakview; writes 10:20; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55; includes appropriate time labels on the arrival time at Meyers Bay A.m. and on the time he gets on the return ferry p.m..
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il e s 60 m
Oakview
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Annotated example for a 3-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 4 of the 5 requirements. This response: writes information that can be used to determine the 2 hour driving time 60 miles = 2 hours; writes 10:20; writes the arrival time in Meyers Bay 11:20; includes appropriate time labels on the arrival time at Meyers Bay am and on the time he gets on the return ferry pm.
The departure time from Meyers Bay 3:20 is incorrect. This response earns three points.
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il e s 60 m
Oakview
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Annotated example for a 3-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 4 of the 5 requirements. This response: writes takes 2 hours; writes information that can be used to determine the 10:20 departure time from Oakview (10:20 is implied) he must wait 20 min for ferry; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55.
Appropriate time labels are not included on the arrival time at Meyers Bay or on the time he gets on the return ferry. This response earns three points.
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il e s 60 m
Oakview
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Annotated example for a 3-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 4 of the 5 requirements. This response: writes 10:20; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55; includes appropriate time labels on the arrival time at Meyers Bay AM and on the time he gets on the return ferry PM.
Information that can be used to determine the 2 hour driving time or writing 2 hours is not given. This response earns three points.
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il e s 60 m
Oakview
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Annotated example for a 2-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 3 of the 5 requirements. This response: writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55; includes appropriate time labels on the arrival time at Meyers Bay am and on the time he gets on the return ferry pm (labels are written in the text).
Information that can be used to determine the 2 hour driving time or writing 2 hours is not given. Information that can be used to determine the 10:20 departure time from Oakview or writing 10:20 is not given. This response earns two points.
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il e s 60 m
Oakview
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Annotated example for a 2-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 3 of the 5 requirements. This response: writes will take him 2 hrs; writes information that can be used to determine the 10:20 departure time from Oakview has to wait 20 min to cath the Ferry @ 10:20; writes the arrival time in Meyers Bay 11:20.
The departure time from Meyers Bay 3:40 is incorrect. Although the appropriate time label on the arrival time at Meyers Bay Am is included, the appropriate time label for the return ferry is not included. This response earns two points.
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il e s 60 m
Oakview
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185

Annotated example for a 2-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 3 of 5 requirements. This response: writes 10:20; writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55.
Information that can be used to determine the 2 hour driving time or writing 2 hours is not given. Although the appropriate time label on the arrival time at Meyers Bay Am is included, the appropriate time label for the return ferry is not included. This response earns two points.
186
il e s 60 m
Oakview
187

06475
188

Annotated example for a 1-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 2 of 5 requirements. This response: writes the arrival time in Meyers Bay 11:20; writes the departure time from Meyers Bay 4:55.
No additional information is given. This response earns one point.
189
il e s 60 m
Oakview
190

06475
191

Annotated example for a 1-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 2 of the 5 requirements. This response: writes it takes him 2 hours; writes 10:20.
The arrival time at Meyers Bay about 10:10 is incorrect. The departure time from Meyers Bay about 2:20 is incorrect. The appropriate time label for the return ferry is not included in the response. This response earns one point.
192
il e s 60 m
Oakview
193

06475
194

Annotated example for a 1-point response: The student shows partial understanding of extracting, explaining, or describing mathematical information from various sources by including 2 of the 5 requirements. This response: writes 10:20; writes the arrival time in Meyers Bay 11:20.
Information that can be used to determine the 2 hour driving time is not given. The departure time from Meyers Bay 7:25 is incorrect. Appropriate time labels are not included in the arrival time at Meyers Bay or on the time he gets on the return ferry. This response earns one point.
195
il e s 60 m
Oakview
196

06475
197

Annotated example for a 0-point response: The student shows little or no understanding of extracting, explaining, or describing mathematical information from various sources by including 1 of the 5 requirements. This response: includes appropriate time labels on the arrival time at Meyers Bay AM and on the time he gets on the return ferry PM.
All other information is either incorrect or missing. This response earns zero points.
198
Mathematics
At Anthony Middle School there are 60 boys. The ratio of boys to girls is 4 to 3. How many girls are at Anthony Middle School?
1 A. 30 1 B. 45 * 1 C. 75 1 D. 80
LM08NS0204M09347
Key: B
Joyce wants to make money by mowing lawns this summer. She must pay her dad $2 per hour to use his mower and she charges her customers $6 per hour. She spends $40 on advertising. Let h the number of hours she works. Which expression represents the amount of money she will earn?
1 A. (6 2)h 40 1 B. (6 2)h 40 1 C. (6 2)h 40 1 D. (6 2)h 40 *

LM08AS0204M12822
Key: D
199
Mathematics
Omari is making a string design for art class. Look at the design.
b
Which expression can he use to gure how much string he needs to create the design?
1 A. a b 1 B. 2a 2b 1 C. 3a 2b 1 D. 4a 2b *
LM08MC0104M09302
Key: D
200
Mathematics
11
Driving to a family reunion, the Schmitts traveled 810 miles in 15 hours. Returning home, they traveled at a mean speed of 6 miles per hour faster than the mean speed they had traveled to the reunion. How long did it take the Schmitts to drive home?
1 A.
9.0 hours
1 B. 13.5 hours * 1 C. 15.0 hours 1 D. 16.9 hours

LM08ME0205M10881
Key: B
201
Mathematics
16
A 14-inch wheel rim has a diameter of 14 inches. When a tire is mounted and fully inated, the wheel will expand another 5 inches from the rim.
5 in.
14 in.
Circumference d Which choice best represents the circumference of the inated tire?
1 A. 30 inches 1 B. 44 inches 1 C. 60 inches 1 D. 75 inches *

LM08ME0305M10869
Key: D
202
Mathematics
17
Mrs. Smiley wanted to have her carpets cleaned. She saw two advertisements:
Spotty Clean
3 Rooms for $80.00 (up to 1000 sq ft) $0.15 for each additional sq ft
We Love Dirt
$0.10 per sq ft No other charges
Friends tell her that both companies are very good. List two pieces of information Mrs. Smiley needs to have before she decides which is the least expensive choice for her. Explain why this information is important. First piece of information she needs to have before she decides which is the least expensive choice?
Why is this information important?
Second piece of information she needs to have before she decides which is the least expensive choice?
Why is this information important?
203

Strand: Solves Problems Reasons Logically SR01 Learning Target: (Define Problems) Identify questions to be answered in new situations; recognize when information is missing or extraneous; identify what is known and unknown in new situations (2.1.1, 2.1.2, 2.1.3) A 2-point response: The student shows understanding of problem solving and being able to identify missing information by doing the following: identifies one piece of missing information and provides evidence why this information is important identifies a second piece of information and provides evidence why this information is important. A 1-point response: The student does one of the following: identifies two pieces of information identifies one piece of missing information and provides evidence why this is important. A 0-point response: The student shows very little or no understanding of problem solving and being able to identify missing information.
204

17
Spotty Clean
We Love Dirt
Friends tell her that both companies are very good. List two pieces of information Mrs. Smiley needs to have before she decides which is the least expensive choice for her. Explain why this information is important.
Score: 2
Annotations:
The student shows understanding of problem solving and being able to identify missing information by identifying one piece of missing information how many square feet she wants cleaned. and providing evidence why this information is important because both companies charge a certain amount per square foot. and identifying a second piece of missing information Is how many rooms she wants to have cleaned. and providing evidence why this information is important there might be a better deal. This response earns two points.
205

17
Spotty Clean
We Love Dirt
Score: 2
Annotations:
The student shows understanding of problem solving and being able to identify missing information by identifying one piece of missing information how many sq. feet she needs cleaned. and providing evidence why this information is important So she doesnt pay more than she needs too. and identifying a second piece of missing information how many rooms she needs to be cleaned and providing evidence why this information is important So she can get a better deal. This response earns two points.
206

17
Spotty Clean
We Love Dirt
Score: 2
Annotations:
The student shows understanding of problem solving and being able to identify missing information by identifying one piece of missing information how many sq. feet she needs to have cleaned. and providing evidence why this information is important how much it will be then. and identifying a second piece of missing information how many rooms she will have cleaned. and providing evidence why this information is important if she can use Spotty Cleans 3 room deal. This response earns two points.
207

17
Spotty Clean
We Love Dirt
Score: 1
Annotations:
The student shows partial understanding of problem solving and being able to identify missing information by identifying two pieces of missing information How many rooms does she want cleanedHow big her rugs are. This response earns one point.
208

17
Spotty Clean
We Love Dirt
Score: 1
Annotations:
The student shows partial understanding of problem solving and being able to identify missing information by identifying one piece of missing information how many square ft. her rugs are and providing evidence why this information is important to estimate the cost. This response earns one point.
209

17
Spotty Clean
We Love Dirt
Score: 1
Annotations:
The student shows partial understanding of problem solving and being able to identify missing information by identifying one piece of missing information how many square feet she has to clean. and providing evidence why this information is important because both companys clean by the square foot. This response earns one point.
210

17
Spotty Clean
We Love Dirt
Score: 0
Annotations:
The student shows little or no understanding of problem solving and being able to identify missing information. The workspace contains restatements of advertisements. This response earns zero points.
211
Mathematics
18
Boris rode his bicycle for a local bike-a-thon. The bike-a-thon started at 9:00 A.M. and ended at 4:00 P.M. By 10:00 A.M., Boris had ridden 13 miles. Except for a one-hour lunch break, Boris rode at the same pace until 4:00 P.M. How many miles did Boris ride in the bike-a-thon?
1 A. 52 miles 1 B. 65 miles 1 C. 78 miles * 1 D. 91 miles

LM08ME0205M06247
Key: C
212
Mathematics
19
Hakeem takes Nora to a restaurant for dinner. The bill is $45, not including tip. Sophies Fine Dining Beverage Beverage Dinner Dinner Total Tax $2.00 2.00 18.90 18.50 $41.40 3.60
Final bill $45.00
Standard practice is to give the waiter a tip between 15% and 20% of the total bill. Hakeem doubles the tax to gure the tip. Determine the total amount of tip Hakeem left Explain why the method Hakeem used is a reasonable way to gure a tip between 15% and 20% of the total bill. Show your work using words, numbers, and/or pictures.
What is the total amount of tip Hakeem left? _____________
213

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 2-point response: The student shows understanding of using an appropriate strategy to construct a solution for a given situation and explain why the solution is appropriate using evidence from the problem situation by doing three of the following: states that Hakeems tip is $7.20 shows evidence of using an appropriate strategy to check for reasonableness of Hakeems method shows interval of $6.21 to $8.28 or $6.75 to $9.00 explains how $7.20 falls in the interval $6.21 to $9.00 or 17.4% falls in the interval of 15% to 20% of the total bill. A 1-point response: The student does two of the following: states that Hakeems tip is $7.20 shows evidence of using an appropriate strategy to check for reasonableness of Hakeems method shows interval of $6.21 to $8.28 or $6.75 to $9.00 explains how $7.20 falls in the interval $6.21 to $9.00 or 17.4% falls in the interval of 15% to 20% of the total bill. A 0-point response: The student shows very little or no understanding of using an appropriate strategy to construct a solution for a given situation and explain why the solution is appropriate using evidence from the problem situation.
214

19
Final bill $45.00
Standard practice is to give the waiter a tip between 15% and 20% of the total bill. Hakeem doubles the tax to figure the tip. Determine the total amount of tip Hakeem left Explain why the method Hakeem used is a reasonable way to figure a tip between 15% and 20% of the total bill. Show your work using words, numbers, and/or pictures.
Score: 2
Annotations:
The student shows understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by stating that Hakeems tip is $7.20, showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 15% of 45.00 = 6.75 and 20% of 45.00 = 9.00, showing interval of $6.75 to $9.00 and explaining how $7.20 falls in the interval $6.21 to $9.00 this is a resonable way because 7.20 is between 6.75 & 9.00. This response earns two points.
215

19
Final bill $45.00
Score: 2
Annotations:
The student shows understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by stating that Hakeems tip is $7.20, showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 3.60/41.40 = 8.7/100 (estimates tax rate on food), and supporting how 17.4% falls in the interval of 15% to 20% of the total bill ...the tax was almost 9% of the bill, and if you double that you get about an 18% tip. The student does not show interval of $6.21 to $8.28 or $6.75 to $9.00. This response earns two points.
216

19
Final bill $45.00
Score: 2
Annotations:
The student shows understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by stating that Hakeems tip is $7.20, showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 8.8% x 2 = 17.6% (the use of 8.8% implies the proper strategy to compute the tax rate on food was used but not shown), explaining how 17.4% falls in the interval of 15% to 20% of the total bill if you just double the tax it would then equal 17.6% which is right in the middle of 15% & 20%. The student does not show interval of $6.21 to $8.28 or $6.75 to $9.00. This response earns two points.
217

19
Final bill $45.00
Score: 1
Annotations:
The student shows partial understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by stating that Hakeems tip is $7.20 and showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 8/100 x 2 = 16/100 (the use of 8/100 implies the proper strategy to compute the tax rate on food was used). The student does not show interval of $6.21 to $8.28 or $6.75 to $9.00 and does not explain how $7.20 falls in the interval $6.21 to $9.00 or 17.4% falls in the interval of 15% to 20% of the total bill. This response earns one point.
218

19
Final bill $45.00
Score: 1
Annotations:
The student shows partial understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 3.6041.40 = .0869 (estimates tax rate on food) and explaining how 17.4% falls in the interval of 15% to 20% of the total bill ...by doubling the tax you are pay in the 15-20 percentile of the tip deserved. The student does not state that Hakeems tip is $7.20 and does not show interval of $6.21 to $8.28 or $6.75 to $9.00. This response earns one point.
219

19
Final bill $45.00
Score: 1
Annotations:
The student shows partial understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation by showing evidence of using an appropriate strategy to check for reasonableness of Hakeems method 4.5 + 4.5 = 9.00 = 20% and 4.5 + 2.25 = 6.75 = 15% (4.5 is 10% of the final bill) and showing interval of $6.75 to $9.00 4.5 + 4.5 = 9.00 = 20% and 4.5 + 2.25 = 6.75 = 15%. The student does not state that Hakeems tip is $7.20 and does not explain how $7.20 falls in the interval $6.21 to $9.00 or 17.4% falls in the interval of 15% to 20% of the total bill. This response earns one point.
220

19
Final bill $45.00
Score: 0
Annotations:
The student shows little or no understanding of using an appropriate strategy to construct a solution for a given situation and explaining why the solution is appropriate using evidence from the problem situation. The student attempts to state that Hakeems tip is $7.20, but makes a computation error. This response earns zero points.
221
Mathematics
21
Araya made a circle in the snow. The circle had a radius of 5 meters. What is the area of the circle she made in the snow? Area of circle = r 2
1 A. 15.7 m2 1 B. 25.0 m2 1 C. 75.0 m2 1 D. 78.5 m2 *

LM08ME0304M06488
Key: D
222
Mathematics
22
Jorge has a window washing business. He charges $10 to go to a home and $3 for each window that he washes. Let c costs and n number of windows. Which equation would give the cost for a house with any number of windows?
1 A. c 10 3n * 1 B. c 10n 3 1 C. c 3n 1 D. c n(10 3)
LM08AS0204M06582
Key: A
223
Mathematics
27
The perimeter of a rectangle is 200 feet. The short sides are each 25 feet long, but the lengths of the long sides are unknown. Which equation represents this situation?
1 A. 2(25) 2a 200 * 1 B. 1 C. 1 D.
25 2a 200 2(25)a 200 25a 200
LM08AS0204M06538
Key: A
224
Mathematics
30
Britney correctly used the order of operations to solve a problem.
Problem 30 8 2 4 4
Which choice matches Britneys answer?
1 A. 18 * 1 B. 25 1 C. 33 1 D. 48
LM08NS0404M09285
Key: A
225
Mathematics
33
Barbs class is conducting a walkathon. Her mother pledges $15.00. Her father pledges $3.50 per mile. Barb says she can determine the amount of money she will earn using the equation p 3.5m 15. Explain the meaning of m in the equation. Explain the meaning of p in the equation.
LM08AS0205S06789
226

Strand: Algebraic Sense AS02 Learning Target: (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 (1.5.3, 1.5.4) A 2-point response: The student explains the meaning of a variable in an equation by doing the following: explains that m represents the number of miles walked explains that p represents the total amount of money she will earn. A 1-point response: The student does one of the following: explains that m represents the number of miles walked explains that p represents the total amount of money she will earn. A 0-point response: The student shows very little or no understanding of the meaning of a variable in an equation.
227

33
Score: 2
Annotations:
The student shows understanding of explaining the meaning of a variable in an equation by explaining m in the equation is how many miles they will walk and p in the equation is the total amount of money. This response earns two points.
228

33
Score: 2
Annotations:
The student shows understanding of explaining the meaning of a variable in an equation by explaining m (amount of miles) and The p stands for pledgethat is how much money she will make. This response earns two points.
229

33
Score: 2
Annotations:
The student shows understanding of explaining the meaning of a variable in an equation by explaining m is the number of miles she will walk and p is the total amount of money she will earn. This response earns two points.
230

33
Score: 1
Annotations:
The student shows partial understanding of explaining the meaning of a variable in an equation by explaining The m in the equation is for miles. The explanation p stands for pledges is inaccurate. This response earns one point.
231

33
Score: 1
Annotations:
The student shows partial understanding of explaining the meaning of a variable in an equation by explaining m = mile. The explanation p = plege is inaccurate. This response earns one point.
232

33
Score: 1
Annotations:
The student shows partial understanding of explaining the meaning of a variable in an equation by explaining p is the total amount of money Barb will earn. The student does not explain the meaning of m. This response earns one point.
233

33
Score: 0
Annotations:
The student shows little or no understanding of explaining the meaning of a variable in an equation by writing inaccurate explanations for the variables in the given equation. The explanation mmeans money and pmeans Pledges are found to be inaccurate. This response earns zero points.
234
Mathematics
37
Sarahs tractor holds 8 gallons of gasoline when it is full. She wants to ll the tank with regular unleaded gasoline.
Empty
Full
Gasoline Prices
Regular unleaded Unleaded plus Supreme Diesel fuel $ 1.79/gallon $ 1.89/gallon $ 1.99/gallon $ 1.85/gallon Fuel Gauge on Sarahs Tractor Which pieces of information given can Sarah use to nd the cost of lling her tank?
Explain how to use this information to nd the total cost of the gasoline needed to ll the tank of Sarahs tractor.
235

Strand: Communicates Understanding CU01 Learning Target: (Gather Information) Develop a plan for collecting numerical, measurement, geometric, probability and statistical, and/or algebraic information for a given purpose; extract numerical, measurement, geometric, probability and statistical, and/or algebraic information from multiple sources using reading and/or observation (4.1.1, 4.1.2) A 2-point response: The student shows understanding of extracting and explaining mathematical information from various sources for a given purpose by doing the following: writes that the price of regular unleaded gasoline ($1.79) and the status of the gasoline in the tank (2 gallons in the tank, 6 gallons needed, or equivalent) are necessary for finding the cost of filling the tank writes that multiplying the number of gallons needed by the cost per gallon will yield the total cost. NOTE: Allow for repeated addition as a substitute for multiplication. A 1-point response: The student does one of the following: writes that the price of gasoline ($1.79) and the status of the gasoline in the tank (2 gallons in the tank, 6 gallons needed, holds 8 gallons, or equivalent) are necessary for finding the cost of filling the tank indicates use of appropriate operation (multiplication, or equivalent) that could yield total cost. A 0-point response: The student shows very little or no understanding of extracting and explaining mathematical information from various sources for a given purpose.
236

37
Sarahs tractor holds 8 gallons of gasoline when it is full. She wants to fill the tank with regular unleaded gasoline.
Empty
Full
Gasoline Prices
Regular unleaded Unleaded plus Supreme Diesel fuel $ 1.79/gallon $ 1.89/gallon $ 1.99/gallon $ 1.85/gallon Fuel Gauge on Sarahs Tractor Which pieces of information given can Sarah use to find the cost of filling her tank?
Explain how to use this information to find the total cost of the gasoline needed to fill the tank of Sarahs tractor.
Score: 2
Annotations:
The student shows understanding of extracting and explaining mathematical information from various sources for a given purpose by writing Price of regular unleaded gasoline - $1.79/ gallon and tank is 1/4 full or 3/4 empty and showing the work 1.79 x 6 and stating 6 gallons, times the price($1.79/gallon) explains multiplying the number of gallons needed by the cost per gallon will yield the total cost. This response earns two points.
237

37
Empty
Full
Gasoline Prices
Score: 2
Annotations:
The student shows understanding of extracting and explaining mathematical information from various sources for a given purpose by writing 2 gallons per sectionregular unleaded which costs $1.79/gallon and stating If you subtract remaining gallons from total gallons and then multiply it by cost explains multiplying the number of gallons needed by the cost per gallon will yield the total cost. This response earns two points.
238

37
Empty
Full
Gasoline Prices
Score: 2
Annotations:
The student shows understanding of extracting and explaining mathematical information from various sources for a given purpose by writing She finds how many gallons are needed to fill the tank then multiply the number of gallons needed by the price of Regular unleaded ($1.79). This response identifies the two pieces of information to extract and explains multiplying the number of gallons needed by the cost per gallon will yield the total cost. This response earns two points.
239

37
Empty
Full
Gasoline Prices
Score: 1
Annotations:
The student shows partial understanding of extracting and explaining mathematical information from various sources for a given purpose by writing regular unleaded gas price and Sarah can read that her tractor is 1/4 full and only needs 3/4 of 8 gallons to fill. The student identifies the two pieces of information to extract but does not explain how to find the total cost. This response earns one point.
240

37
Empty
Full
Gasoline Prices
Score: 1
Annotations:
The student shows partial understanding of extracting and explaining mathematical information from various sources for a given purpose by showing $1.79 x 8, identifying the two pieces of information to extract, and indicating use of an appropriate operation that could yield the total cost. Using 8 gallons, the amount the tank holds, instead of the number of gallons needed is acceptable at the 1 score point. This response earns one point.
241

37
Empty
Full
Gasoline Prices
Score: 1
Annotations:
The student shows partial understanding of extracting and explaining mathematical information from various sources for a given purpose by writing price af unleaded gasand how much gas is in the tank, the student identifies the two pieces of information to extract. By writing She can subtract the amount of gas in the tank from 8, to see how much she needs, and multiply that difference by $1.89, the student explains how to find the total cost. Using a different gas price, instead of regular unleaded prevents this paper from earning full credit. This response earns one point.
242

37
Empty
Full
Gasoline Prices
Score: 0
Annotations:
The student shows little or no understanding of extracting and explaining mathematical information from various sources for a given purpose by writing she has 1/4 of a tank and she needs 3/4 more, but does not mention a price for gasoline or how to find the total cost. This response earns zero points.
243
Mathematics
40
Caseys family plans to drive from Vancouver, WA, to Dallesport, WA, for a family reunion. They will make one 15-minute stop in Underwood and one 15-minute stop for gas in Bingen. They will travel at a constant rate of 60 miles per hour between stops. They will leave Vancouver at 2 P.M. The chart shows the distances between each city. Distance Between Cities From Vancouver, WA Underwood, WA Bingen, WA To Underwood, WA Bingen, WA Dallesport, WA Distance 70 miles 17 miles 3 miles
Use the given information to determine what time Caseys family will arrive at the family reunion in Dallesport. Show all of the times and distances for the trip. Show your work using words, numbers, and/or pictures.
What time will Caseys family arrive at the family reunion? __________
LM08SR0204S05956
244

Strand: Solves Problems, Reasons Logically SR02 Learning Target: (Construct Solutions) Select and organize relevant information; use appropriate concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and algebraic sense; use a variety of strategies and approaches; determine whether a solution is viable, mathematically correct, and answers the question(s) asked (2.2.1, 2.2.2, 2.2.3, 2.2.4) A 2-point response: The student shows understanding of constructing a solution to a problem in a context by doing the following: Understanding uses relevant information - two 15 minute stops - constant rate of 60 mi/hr - 2 P.M. departure - distances between cities (70 mi, 17 mi, 3 mi) Strategy/Procedure uses appropriate strategies and procedures to calculate the total travel time as 2 hours Answer writes that Casey will arrive at 4:00 P.M. NOTE: Allow for one transcription or calculation error with an answer that is consistent with the error. A 1-point response: The student does one of the following: uses at least two pieces of relevant information to calculate a total travel time - two 15 minute stops - constant rate of 60 mi/hr - 2 p.m. departure - distances between cities writes that Casey will arrive at 4:00 P.M. A 0-point response: The student shows very little or no understanding of constructing a solution to a problem in a context.
245

40
Score: 2
Annotations:
The student shows understanding of constructing a solution to a problem by using relevant information: two 15 minute stops, stop for 30 minutes; constant rate of 60 mi/hr, (divides total miles traveled by 60); 2 P.M. departure, If they leave at 2:00; and distances between cities 70 + 17 + 3 = 90. Student also uses appropriate strategies and procedures to calculate the total travel time as 2 hours and writes that Casey will arrive at 4:00 pm. This response earns two points.
246

40
Score: 2
Annotations:
The student shows understanding of constructing a solution to a problem by using relevant information: two 15 minute stops, due to 30 min delay of rest stops.; constant rate of 60 mi/hr (60 mph in diagram); 2 P.M. departure (implied in diagram); distances between cities (70 miles, 17 miles, 3 miles in diagram). Student also uses appropriate strategies and procedures to calculate the total travel time as 2 hours and writes that Casey will arrive at 4:00. This response earns two points.
247

40
Score: 2
Annotations:
The student shows understanding of constructing a solution to a problem by using relevant information: two 15 minute stops, Rest stops 30 + 30; constant rate of 60 mi/hr (divides by 60); 2 P.M. departure (adds time to 2:00 pm); and distances between cities (adds 70, 17, and 3). Student also uses appropriate strategies and procedures to calculate the total travel time as 2 hours and writes that Casey will arrive at 4:30 pm. NOTE: Response contains a transcription error in counting the break time as two 30-minute breaks instead of two 15-minute breaks, and solution is consistent with that error. This response earns two points.
248

40
Score: 1
Annotations:
The student shows partial understanding of constructing a solution to a problem by writing that Casey will arrive at 4 pm. The student shows minimal supporting work. This response earns one point.
249

40
Score: 1
Annotations:
The student shows partial understanding of constructing a solution to a problem by using at least two pieces of relevant information to calculate a total travel time: constant rate of 60 mi/hr, 2 P.M. departure, and distances between cities (70 mi, 17 mi, 3 mi). Workspace contains an omission: two 15-minute stops are not accounted for. This response earns one point.
250

40
Score: 1
Annotations:
The student shows partial understanding of constructing a solution to a problem by using at least two pieces of relevant information to calculate a total travel time: two 15 minute stops, plus the two 15 m stops and 2 P.M. departure, and their leaving at 2. This response earns one point.
251

40
Score: 0
Annotations:
The student shows little or no understanding of constructing a solution to a problem. The response shows distances between cites. This response earns zero points.
252
Mathematics
41
Tamyra is babysitting to earn money to visit her aunt. She earns $3.00 for each hour of babysitting. Which graph represents Tamyras earnings from babysitting?
1 A.*
90 Money Earned
y Tamyras Earnings
1 C.
30 Money Earned 25 20 15 10 5 0
y Tamyras Earnings
75 60 45 30 15 0 5 10 15 20 25 30 Hours Worked x
x 1 2 3 4 5 Hours Worked 6
1 B.
30 Money Earned 20 15 10 5 0 25
y Tamyras Earnings
1 D.
30 Money Earned 25 20 15 10 5 0
y Tamyras Earnings
3 6 9 12 15 18 Hours Worked
6 9 12 15 18 Hours Worked
LM08AS0104M06977
Key: A
253
High School Mathematics WASL Practice Test
4 Caprice drives to work 5 days a week. In the morning she takes a 10-mile route. In
the afternoon she takes a 12-mile route home to avoid traffic. Caprices car gets 20 miles to the gallon. How many gallons of gasoline will Caprice use each week driving to and from work? Show your work to support your answer using words, numbers, and/or diagrams.
How many gallons of gasoline will Caprice use each week driving to and from work?__________________
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SCORING GUIDE AND TRAINING MANUAL
ITEM 4
HIGH SCHOOL MATHEMATICS
Scoring Rubric
High School Mathematics WASL Practice Test Item 4

Strand: Measurement (ME02) Learning Target: (Units and Systems) Demonstrate Understanding of rate and other derived units of measurement; demonstrate understanding how to convert within the U.S. 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)
A 2-point response: The student shows understanding of rates by doing the following: writes two complete expressions or equations for the division and multiplication procedures OR writes one complete expression or equation for division or multiplication and uses complete labels for the division or multiplication procedure where the operator is not shown or implied. possible division equations: (50/20 = 2.5 and 60/20=3 or 110/20=5.5) OR (10/20 = 0.5 and 12/20 = 0.6 or 22/20=1.1) possible multiplication equations: (10 5 = 50 and 12 5 = 60 or 22 5 = 110) OR (0.5 5 = 2.5 and 0.6 5 = 3 or 1.1 5 = 5.5) provides the correct answer of 5.5, 5.5 gal, 5.5 gal/week, or 6 if 10 miles remaining is indicated OR shows the entire process but makes one computation or one transcription error or uses 7 days in a week instead of 5 resulting in an answer that is consistent with that error. A 1-point response: The student does one of the following: provides the correct answer of 5.5, 5.5 gal, 5.5 gal/week, or 6 if 10 miles remaining is indicated, but the work shown is incorrect, incomplete, or missing shows an understanding of the outline of the procedure, however, due to computational errors or a labeling error, the answer is incorrect shows a sum or product from the context of the problem and divides by 20 with missing or correct labels shows 105 (per week) and 125 OR shows 225 with missing or correct labels or are labeled with per day correctly and per week correctly shows 105=50 and 50/20 OR 125=60 and 60/20 with missing or correct labels. A 0-point response: The student shows little or no understanding of how to use or calculate rate
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PR AC T I C E T E S T I T E M
4 - Anchor 1
4.
Caprice drives to work 5 days a week. In the morning, she takes a 10-mile route. In the afternoon, she takes a 12-mile route home to avoid traffic. Caprices car gets 20 miles to the gallon. How many gallons of gasoline will Caprice use each week driving to and from work? Explain or show how you found your answer.
Score: 2
Annotation:
The student shows understanding of rates by writing two complete expressions or equations for the division and multiplication procedures: 10 x 5 = 50 mi., 12 x 5 = 60 mi., 110 20 mi. = 5.5 gallons; and providing the correct answer of 5.5 gallons each week. This response earns two points.
256
4 - Anchor 2
4.
Score: 2
Annotation:
The student shows understanding of rates by writing two complete expressions or equations for the division and multiplication procedures: 10 x 5 = 50, 12 x 5 = 60, 60 + 50 = 110 miles 1 week, and using an unconventional way of dividing by 20 (for 20 miles/gal) by counting by 20s to arrive at the amount of gas needed; and providing an answer of 6 gallons with 10 miles left on the tank. This response earns two points.
257
4 - Anchor 3
4.
Score: 2
Annotation:
The student shows understanding of rates by writing two complete expressions or equations for the division and multiplication procedures: 10m x 5 = 50m, 12m x 5 = 60m, 60 + 50 = 110m, and using an unconventional way of dividing by 20 (for 20 miles/gal) to arrive at the amount of gas needed, and providing an answer of 5 1/2 gallons of gas. This response earns two points.
258
4 - Anchor 4
4.
Score: 2
Annotation:
The student shows understanding of rates by writing two complete expressions or equations for the division and multiplication procedures: 22 5 = 110 miles per week, 20 110, and providing the correct answer of 5.5 gallons of gas per week. While one expression has the numbers transposed (20110), the computation was carried out correctly to provide the correct answer. This response earns two points.
259
4 - Anchor 5
4.
Score: 2
Annotation:
The student shows understanding of rates by writing two complete expressions or equations for the division and multiplication procedures: 10(7) + 12(7) = 154 miles and 154 mi./20 mi./gal. and providing an answer of 7.7 gals per week. The response shows the entire process but uses 7 days in a week instead of 5 resulting in an answer consistent with that error. This response earns two points.
260
4 - Anchor 6
4.
Score: 1
Annotation:
The student shows partial understanding of rates by showing 10 M (for morning miles) and 12 A (for afternoon miles) to total 22 which is then multiplied by 5 (for days of the week), and providing an answer of 110 gallons. The correct unit label in answer to the question asked is gallons but the 110 is actually the total miles traveled for the week. This response earns one point.
261
4 - Anchor 7
4.
Score: 1
Annotation:
The student shows partial understanding of rates by providing the correct answer of 5 1/2 with missing work. This response earns one point.
262
4 - Anchor 8
4.
Score: 1
Annotation:
The student shows partial understanding of rates by writing the outline of the procedure to arrive at the answer of 6 1/2. The student understands the outline of the procedure but due to multiple errors provides the incorrect answer 6 1/2. This response earns one point.
263
4 - Anchor 9
4.
Score: 0
Annotation:
The student shows little or no understanding of how to use or calculate rate by providing an answer of 5 with no work indicating how the answer was obtained. This response earns zero points.
264
4 - Anchor 10
4.
Score: 0
Annotation:
The student shows little or no understanding of how to use or calculate rate by using a run-on equation with a computation error; and providing an incorrect answer of 100. Labels are also missing. This response earns zero points.
265
6 Find the rule for the number pattern in the table.

xy 2 10 4 22 6 34 10 58
{ A. y = 4x + 2 { B. y = 6x 2 { C. y = 7x 4 { D. y = 5x + 4
Key: B
266
Reminder: Use a No. 2 pencil only. Do not use a mechanical pencil or pen.
22
Terry is designing a flyer to advertise storage boxes that he sells.
He wants to show the boxes from least to greatest volume. What is the correct order? { A. B A C D { B. A B C D { C. D C B A { D. D C A B
Key: D
267
28
Earl is planning to travel from Seattle to Oklahoma City. His destination is 1,970 miles one-way. He can get a one-way airplane ticket for $400. When he drives, it will take him 3 days to get there, and the cost of renting a car would be $29 per day plus $0.19 per mile. Considering his transportation costs alone, would it cost more to fly or drive? Show your work to support your answer using words, numbers, and/or diagrams.
Which way would be more expensive?__________________
268
ITEM 28
Scoring Rubric
High School Mathematics WASL Practice Test Item 28

Strand: Number Sense NS04 Learning Target: (Computation) Complete multi-step computations with combinations of rational numbers including integers, whole number powers, and square roots of perfect squares, using order of operations (1.1.6)
A 2-point response: The student shows understanding of how to do multiple step computations in a real-world context by doing the following: explains or shows how to correctly calculate the cost for driving indicates that driving would be more expensive or that flying would be less expensive. Example: ($29/day)(3 days) = $87 for car rental ($0.19/mi)(1970 mi) = $374.30 for mileage $87 + $347.30 = $461.30 cost to drive Driving is more expensive. Note: Rounding or estimation is acceptable. Also, allow round-trip calculations: $800 for flying, $748.60 + $174 for driving. A 1-point response: The student does one of the following: shows the correct procedure to determine the cost of driving, but makes one or two errors (computational or transcription), and the conclusion is consistent with the computation shown shows that the cost to drive is $461.30, but does not state which is more expensive or concludes that flying would be more expensive. A 0-point response: The student shows very little or no understanding of how to do multiple step computations in a real-world context.
269
28 - Anchor 1
28
Earl is planning to travel from Seattle to Oklahoma City. His destination is 1,970 miles one-way. He can get a one-way airplane ticket for $400. If he drives, it will take him 3 days to get there, and the cost of renting a car would be $29 per day plus $0.19 per mile. Considering his transportation costs alone, would it cost more to fly or drive. Show your work using words, numbers, and/or diagrams.
Score: 2
Annotation:
The student shows understanding of how to do multiple step computations in a real-world context by explaining how to correctly calculate the cost for driving with complete computations for the cost to rent a car for 3 days 29 x 3 = 87, then adding the cost per mile for the total mileage (1970 x .19) to get the total cost of driving $461.30 and indicating that driving would be more expensive. This response earns two points
270
28 - Anchor 2
28
__________________
Score: 2
Annotation:
The student shows understanding of how to do multiple step computations in a real-world context by showing how to correctly calculate the cost for driving with complete computations for the cost to rent a car for 3 days (29 x 3) plus the cost per mile for the total mileage (.19 x 1970) to get the total cost of driving ($461, rounded to the nearest dollar), and by indicating that driving would be more expensive. This response earns two points.
271
28 - Anchor 3
28
Score: 2
Annotation:
The student shows understanding of how to do multiple step computations in a real-world context by showing how to correctly calculate the cost for driving with complete computations for the cost to rent a car for 3 days (29 x 3) and adding the cost per mile for the total mileage (1970 x .19, shown as an estimation 2000 (.2)) to compare $87 + $400 with $400 (for flying), and by indicating that driving would be more expensive. This response earns two points.
272
28 - Anchor 4
28
Score: 1
Annotation:
The student shows partial understanding of how to do multiple step computations in a real-world context by showing the correct procedure to determine the cost of driving (29 x 3 = 87) and attempting to determine the cost per mile by dividing 1970 miles by 5 (.19 is 1/5 of 1.00). But the student makes a computation error to get 185.50, and by indicating that flying is more expensive, plane. This response earns one point.
273
28 - Anchor 5
28
Score: 1
Annotation:
The student shows partial understanding of how to do multiple step computations in a real-world context by showing the correct procedure to determine the cost of driving (29 x 3 =187), then adding the cost per mile for the total mileage (1970 x .19 = 374.30) to get $561.30, and by indicating that driving would be more expensive (flying is cheaper). This response earns one point.
274
28 - Anchor 6
28
Score: 1
Annotation:
The student shows partial understanding of how to do multiple step computations in a real-world context by showing the cost to rent a car $29 (3) + 0.19 (1,970) = $87 + $275.3 or $362.30, then subtracting $362.30 from $400.00 to show a difference of 37.7; and indicating that Driving from Seattle to Oklahoma City would be more cheaper than flying by $37.70. This response shows procedure, one computation error and a conclusion consistent with that error. This response earns one point.
275
28 - Anchor 7
28
Score: 1
Annotation:
The student shows partial understanding of how to do multiple step computations in a real-world context by showing the cost to rent a car ($29 3 + .19 1970, $87 + $374.30 = $461.3) and by indicating that by choosing to fly instead of drive Earl would be saving about $61.30, then answering that flying is more expensive. The response shows a contradictory answer in the answer space but complete and correct work for the cost to drive ($461.30). This response earns one point.
276
28 - Anchor 8
28
Score: 0
Annotation:
The student shows very little or no understanding of how to do multiple step computations in a real-world context by indicating that driving would be more expensive, but supplies no supporting work. This response earns zero points.
277
28 - Anchor 9
28
Score: 0
Annotation:
The student shows little or no understanding of how to do multiple step computations in a real-world context by showing $29 x 3 = $87 (rent a car) and by indicating that driving would be more expensive It would cost less if he flew... The response shows a correct answer only with not enough work to show a comparison between the costs of flying and driving. This response earns zero points.
278
28 - Anchor 10
28
Score: 0
Annotation:
The student shows little or no understanding of how to do multiple step computations in a real-world context by showing 29 x 3 = $87, and indicating that flying would be more expensive. This response earns zero points.
279
40
A team has won 10 of the 15 games it has played. The team has 25 games left to play. The players figure they will make the playoffs if their winning percentage for the season is 60%. How many of the remaining games must the team win to have a record of 60% wins for the season? Show how you arrived at your answer.
How many of the remaining games must the team win to have a record of 60% wins for the season? __________________
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ITEM 40
Scoring Rubric
High School Mathematics Practice Test Item 40

Strand: Solves Problems and Reasons Logically SR02 Learning Target: (Construct Solutions) Select and organize relevant information; use appropriate concepts and procedures from number sense, measurement, geometric sense, probability and statistics, and algebraic sense; use a variety of strategies and approaches; determine whether a solution is viable, mathematically correct, and answers the question(s) (2.2.1, 2.2.2, 2.2.3, 2.2.4)
asked
A 2-point response: The student shows understanding of organizing relevant information and applying procedures to construct a solution by providing the following: Relevant Information: Games played to date = 15 60% of total games is goal for winning percentage Games won = 10 Games left to play = 25 Procedures: 25 + 15 = 40 to find total games in the season 40 ? 60% = 24 to determine number of needed wins for percentage 24 10 = 14 to determine number of remaining games that must be won Solution: 14 more wins are needed Note: The student may omit showing one procedure, but must include 40 ? 60% = 24. Note: The student may show all procedures with one computation error, and their final answer is consistent with the error made. A 1-point response: The student does one of the following: omits showing two procedures but does include 40 ? 60% = 24 omits showing one piece of relevant information but must include 60% of total games and games to play = 25 indicates that 14 more wins are needed, all relevant information is shown and used appropriately, and all procedures are implied but not shown. A 0-point response: The student shows very little or no understanding of organizing relevant information and applying procedures to construct a solution.
281
40 - Anchor 1
40.
Score: 2
Annotation:
The student shows understanding of organizing relevant information and applying procedures to construct a solution by providing 1) all relevant information (15 games played to date, 25 games left to play, 60% is the goal, and 10 games already won), 2) all procedures (15 + 25 = 40, 40 x .6 = 24, and 24 - 10 = 14), and 3) a solution of 14. This response earns two points.
282
40 - Anchor 2
40.
Score: 2
Annotation:
The student shows understanding of organizing relevant information and applying procedures to construct a solution by providing 1) all relevant information (10 games already won, 15 games played to date, 25 games left to play, and 60% is the goal), 2) all procedures (15 + 25 = 40 and 24/40 = .60), and 3) a solution of 14. The response omits showing one procedure, 24 - 10 = 14. This response earns two points.
283
40 - Anchor 3
40.
Score: 2
Annotation:
The student shows understanding of organizing relevant information and applying procedures to construct a solution by providing 1) all relevant information (15 games played to date, 25 games left to play, 60% is the goal, and 10 games already won), 2) all procedures with one computation error (15 + 25 = 30 (error), 60% of 30 = 18, and 18 - 10 = 8), and 3) a solution of 8, which is a direct result of the computation error. This response earns two points.
284
40 - Anchor 4
40.
A team has won 10 of the 15 games it has played. The team has 25 games left to play. The players figure they will make the playoffs if their winning Percentage for the season is 60%. How many of the remaining games must the team win to have a record of 60% wins for the season? Show how you arrived at your answer.
Score: 1
Annotation:
The student shows partial understanding of organizing relevant information and applying procedures to construct a solution by 1) implying all relevant information, 2) showing some procedures (25 + 15 = 40 and 24- 10 = 14), and 3) providing a solution of 14. The source of the solution is unclear. This response earns one point.
285
40 - Anchor 5
40.
Score: 1
Annotation:
The student shows partial understanding of organizing relevant information and applying procedures to construct a solution by showing 24 40 = .60 (60%) and a solution of 14. Source of solution is unclear. This response earns one point.
286
40 - Anchor 6
40.
Score: 0
Annotation:
The student shows little or no understanding of organizing relevant information and applying procedures to construct a solution by 1) omitting one piece of relevant information (10 games already won), 2) omitting two procedures (25 + 15 = 40 and 24 - 10 = 14), and 3) providing a solution of 24. This response earns zero points.
287
40 - Anchor 7
40.
Score: 0
Annotation:
The student shows little or no understanding of organizing relevant information and applying procedures to construct a solution by 1) omitting two pieces of relevant information (60% is the goal and 25 games left to play), 2) omitting all procedures, and 3) providing a solution of 14. This response earns zero points.
288
40 - Anchor 8
40.
Score: 0
Annotation:
The student shows little or no understanding of organizing relevant information and applying procedures to construct a solution by 1) omitting one piece of relevant information (60% is the goal), 2) omitting all procedures, and 3) providing a solution of 18. This response earns zero points.
289
40 - Anchor 10
40.
Score: 0
Annotation:
The student shows little or no understanding of organizing relevant information and applying procedures to construct a solution by 1) omitting two pieces of relevant information (10 games already won and 60% is the goal), 2) omitting all procedures, and 3) providing a solution of about 24. This response earns zero points.
290
2007 Mathematics Sample Items 11 A bicycle race across the United States starts in San Diego, California, and
finishes in Atlantic City, New Jersey. There are more than 50 checkpoints along the route where riders find out how far they have traveled and their overall time. What information is unnecessary for calculating the mean speed of an individual racer between two checkpoints?
1 A. The distance between each checkpoint 1 B. The exact number of checkpoints along the route 1 C. The time an individual racer left each checkpoint 1 D. The time an individual racer arrived at each checkpoint
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Item Information Score Points: 1 Key: B Tools: X Strand and Target SR01 (Define Problems): Identify questions to be answered in complex situations; recognize when information is missing or extraneous; identify what is known and unknown in complex situations (2.1.1, 2.1.2, 2.1.3)
291
2007 Mathematics Sample Items 15 Ms. Parker gave her students this picture of a rectangular prism:
108 cm2 36 cm2
4 cm
What is the surface area of the rectangular prism? Show your work using words, numbers, and/or diagrams.
What is the surface area of the rectangular prism? __________
11369
Item Information Score Points: 2 Tools: N Strand and Target ME03 (Procedures): Use formulas, including the Pythagorean Theorem, to determine measurements of triangles, prisms, or cylinders (1.2.5)
292
2007 Mathematics Sample Items

Scoring Guide for item number 15 A 2-point response: The student shows understanding of determining surface area of a rectangular prism by doing the following: shows work to determine surface area of the prism writes 384 square centimeters. NOTE: Allow one computation or one transcription error with an answer that follows from the error. A 1-point response: The student does one of the following: shows 2(108) + 2(36) + 2(x), or equivalent, to show an addition of six faces shows 48 as the area of the front face and sums three or more face areas labeled square centimeters writes 384. A 0-point response: The student shows very little or no understanding of determining the surface area of a rectangular prism.
293
108 cm2 36 cm2
4 cm
Annotation for example 2-point response: The student shows understanding of determining surface area of a rectangular prism by showing work that uses 12 as the length of the prism and 48 as the area of the front face. The student determines the area of the faces that show in the picture and then doubles that area. The student writes a correct answer of 384 cm2. This response earns two points.
294
108 cm2 36 cm2
4 cm
Annotation for example 2-point response: The student shows understanding of determining surface area of a rectangular prism by showing work that uses 12 as the length of the prism and 48 as the area of the front face. The student doubles the area of each face that shows in the picture. The student writes a correct answer of 384 cm2. This response earns two points.
295
108 cm2 36 cm2
4 cm
Annotation for example 2-point response: The student shows understanding of determining surface area of a rectangular prism by showing work to determine the total area of six surfaces. The student writes an answer of 374 cm2. This incorrect answer follows from one computation error. This response earns two points.
296
108 cm2 36 cm2
4 cm
Annotation for example 1-point response: The student shows partial understanding of determining surface area of a rectangular prism by showing work to sum six faces of the prism (bullet 1). This response earns one point.
297
108 cm2 36 cm2
4 cm
Annotation for example 1-point response: The student shows partial understanding of determining surface area of a rectangular prism by showing work to sum three faces of the prism (bullet 2). This response earns one point.
298
108 cm2 36 cm2
4 cm
Annotation for example 1-point response: The student shows partial understanding of determining surface area of a rectangular prism by showing work to sum six faces of the prism. The response shows two faces as 108 and four faces as 36 (bullet 1). This response earns one point.
299
108 cm2 36 cm2
4 cm
Annotation for example 0-point response: The student shows little or no understanding of determining surface area of a rectangular. The student is attempting to find volume of the prism. This response earns zero points.
300
2008 Mathematics Sample Items 2 Tina drove 100 miles in the first 2 hours and then drove 200 more miles in
the next 5 hours. What was her approximate average speed for the entire trip?
\ A. 40 miles per hour \ B. 43 miles per hour \ C. 45 miles per hour \ D. 50 miles per hour
04074
Item Information Score Points: 1 Key: B Tools: N 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)
301
2008 Mathematics Sample Items 3 A 10 cm 10 cm 10 cm wooden block is painted red on all of its faces. It
is then cut into cubes, 1-cm on each edge.
How many cubic centimeter pieces have exactly 2 faces painted?
\ A. \ B.
64 96
\ C. 100 \ D. 104
03176
Item Information Score Points: 1 Key: B Tools: X Strand and Target GS01 (Properties and Relationships): Demonstrate understanding of the characteristics of cylinders, cones, and pyramids and the relationships among 1-dimensional, 2-dimensional, and 3-dimensional figures; draw, describe, and/or compare 1-dimensional, 2-dimensional, and 3-dimensional shapes and figures, including prisms, cylinders, cones, and pyramids; use the Pythagorean Theorem to determine if a triangle is a right triangle (1.3.1, 1.3.2)
302
2008 Mathematics Sample Items 7 Donna created two congruent pentagons from a rectangular piece of
plywood by removing the two shaded triangles. 8 ft
4 ft
3 ft
Which percent represents the amount of the rectangular piece of plywood used for the pentagons?
1 A. 25.00% 1 B. 37.50% 1 C. 50.00% 1 D. 62.50%

27741
Item Information Score Points: 1 Key: D Tools: Y Strand and Target MC01 (Connections within Mathematics): Use concepts and procedures from multiple mathematics 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)
303

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Mathematics Assessment

Measurements of Student Progress Grade 6

222 223 224 225 226 235

2006 Mathematics Released Items 2 (continued)

A 0-point response: The student shows little or no understanding of solving a problem.

2006 Mathematics Released Items 2 (continued)

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2007 Mathematics Released Items 4

Should Mitzi choose 25% or

2007 Mathematics Released Items

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

2007 Mathematics Released Items 4

$27.00 $36.00 $54.00 *

Miss Baker bought a sh tank for her class.

6 cubic feet 7 cubic feet

1 C. 12 cubic feet * 1 D. 24 cubic feet

Typical Movie Screen

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

Item 20 Scoring Rubric

Grade 6 Mathematics Sample Test Item 20

or equivalent based on perimeter calculations or equivalent.

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

Annotated Example of a 2-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 2-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 2-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 1-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 1-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 1-point response for question number 20:

Typical Movie Screen

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

Annotated Example of a 0-point response for question number 20:

Typical Movie Screen

Maria is making 6 badges. Each badge uses 4 1 inches of ribbon. She

1 yard 2 2 yard 3 3 yard * 4 5 yard 6

Show your work using words, numbers, and/or pictures.

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