Fcat2 6 - 8

Grades 6-8 MA.B.1.3.
BENCHMARK MA.B.1.3.1
Strand B Measurement
Standard 1 The student measures quantities in the real-world and uses the
measures to solve problems.
Benchmark MA.B.1.3.1 The student uses concrete and graphic models to derive
formulas for finding perimeter, area, surface area,
circumference, and volume of two- and three-dimensional
shapes, including rectangular solids and cylinders. This
benchmark also assesses B.1.2.27 and B.2.3.1.8
7
The complete text of Benchmark B.1.2.2 is “[The student] solves real-world problems involving length, weight, perimeter,
area, capacity, volume, time, temperature, and angles.”
8
The complete text of Benchmark B.2.3.1 is “[The student] uses direct (measured) and indirect (not measured) measures to
compare a given characteristic in either metric or customary units.”
83
Grade 6 MA.B.1.3.1
Item Types At grade 6, this benchmark will be assessed using MC and GR

items.
Benchmark Clarification Students will solve a problem involving linear measure,

weight, capacity, time, temperature, perimeter, area, and
volume.
Content Limits Benchmark B.1.2.2 has been included to assess solving

problems using the measurement discussed in B.1.3.1.
The number of two- or three-dimensional figures assessed in an

item should not exceed two.
Items involving volume should emphasize meaning, not

computation.
Items involving area should be limited to triangles, rectangles,

and parallelograms.
Items involving volume/capacity should be limited to

rectangular prisms.
Stimulus Attributes Items should use graphic models or verbal descriptions of

figures.
Items should be set in a real-world context.
Graphics should be used in at least 70% of these items.
Response Attributes Not applicable.
84
Grade 6 MA.B.1.3.1
Sample MC Item Elena grows flowers that she sells at the farmers’ market on
Saturday. Her flower garden is 4 feet wide by 20 feet long.
If Elena buys fencing to enclose her garden, how many feet of

fencing will she buy?
A. 20
B. 28
★ C. 48
D. 80
Item Context: Social Studies
85
Grade 6 MA.B.1.3.1
Sample GR Item
8 inches
5 inches
4 inches
5 inches
2 inches
6 inches
A company introducing a new cereal wants to use one of the

two boxes shown. What is the volume in cubic inches of the
box that will hold more cereal when full?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 100
Item Context: Workplace
86
Grade 7 MA.B.1.3.1

items.
Benchmark Clarification Students will solve a problem involving perimeter, area,

surface area, circumference, or volume. Items may assess
finding linear measure, weight, capacity, time, temperature,
perimeter, area, circumference, and the surface area or volume
of prisms and cylinders.

problems using the measurements described in B.1.3.1.

Where possible, items involving circumferences and areas of

22
circles should use numbers compatible with as a
7
representation of π even though students may use 3.14 in
solving the problem.
Items involving π should be multiple-choice.

figures.
Items requiring three-dimensional graphics must be realistic

and must include verbal descriptions.
87
Grade 7 MA.B.1.3.1
Sample MC Item The inside diameter of a basketball hoop is 18 inches.
18 inches
What is the approximate circumference of this basketball hoop

in inches? Use 3.14 as an approximation for π.
A. 28.26 inches
★ B. 56.52 inches
C. 113.04 inches
D. 254.34 inches
Item Context: Health/Physical Education
88
Grade 7 MA.B.1.3.1
Sample GR Item The Moreland Museum wants to hang a 3-foot by 4-foot

rectangular portrait of George Washington in their presidential
gallery. Museum rules state that each picture displayed must
have at least 3 feet of wall space around each side of it.
3 feet
4 feet
What is the minimum wall space, in square feet, required to

display the portrait?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 90
Item Context: Art
89
Grade 8 MA.B.1.3.1
Item Types At grade 8, this benchmark will be assessed using GR and SR

items.
Benchmark Clarification Students will develop and/or apply a procedure or formula to

solve and/or explain a problem involving perimeter, area,
surface area, circumference, or volume.
Content Limits Items may assess finding linear measure, weight, capacity,
time, temperature, perimeter, area, circumference, surface area,
and volume.
Benchmark B.1.2.2 has been included to assess solving

problems using the measurements described in B.1.3.1.
Short-response items should use graphic models to derive

formulas for surface area and volume of three-dimensional
regular shapes, including pyramids, prisms, and cones.

Where possible, items involving circumferences and areas of

22
circles should use numbers compatible with as a
7
representation of π even though students may use 3.14 in
solving the problem.
Items involving π should be short-response.

figures.

90
Grade 8 MA.B.1.3.1
Sample GR Item 1 Sachi is building a brick patio and needs to determine its total
area. The dimensions of the patio are shown in the diagram
below.
11 feet
13 feet
9 feet
16 feet
What is the total area, in square feet, of the patio?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Sample Response: 154
91
Grade 8 MA.B.1.3.1
Sample GR Item 2 A cylindrical column 12 centimeters in diameter is

strengthened by wrapping one steel band around the
base of the column, with no overlap. What should be
the length of the steel band in centimeters (cm)?
12 cm
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
264
Sample Response: 37.68, 37.71,
7
92
Grade 8 MA.B.1.3.1
Sample SR Item Calvin is preparing a training schedule and needs to determine

the distance around the school track. The track coach gave him
the drawing below and told him that the track is composed of
two straight segments with the ends of the track in the shape of
semicircles with a radius of 35 meters.
90 meters
35 meters 35 meters
What is the distance around the track? In the Answer Book,

show your work or explain in words how you determined the
distance.
In the Answer Book Show your work or explain in words how you determined the
distance.
Distance __________________
93
Grade 8 MA.B.1.3.1
Correct and Complete A correct and complete response includes the distance
Response and valid work or explanation as shown below.
• A distance ≈ 400 meters or 399.8 meters or

70π + 180 meters (using 3.14 for π)
AND
• Valid work that leads to a correct response (using
22/7 for π):
90 m + 90 m = 180 m
22/7 × 70 = 220 m
220 m + 180 m = 400 m
• OR an explanation similar to the following:
The length of the two straight segments of the track
is 90 m + 90 m = 180 m.
The distance around one end of the track is half the
distance around a circle.
The distance around both ends of the track is the
circumference of a circle.
Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.
94
Grades 6-8 MA.B.1.3.2
Benchmark MA.B.1.3.2 The student uses concrete and graphic models to derive
formulas for finding rates, distance, time, and angle measures.
This benchmark also assesses B.1.2.29 and B.2.3.1.10
9
The complete text of Benchmark B.1.2.2 is “[The student] solves real-world problems involving length, weight, perimeter,
area, capacity, volume, time, temperature, and angles.”
10
95
Grade 6 MA.B.1.3.2
Item Type At grade 6, this benchmark will be assessed using MC and

GR items.
Benchmark Clarification Students will solve a problem involving angle measures.

problems for the B.1.3.2 situations.
Items may include providing the measures of acute, right,

obtuse, and straight angles.
Items may include classifications of triangles according to

measures of angles.
Items assessing the measure of a missing angle should use

whole numbers of degrees.
Stimulus Attributes Items should be set in either a real-world or mathematical

context.
Sample GR Item What is the measure, in degrees, of angle x?
85o
x 60o
/ / /
. . . . .
0 0 0 0 0
Answer: 35
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3 Item Context: Mathematics
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
96
Grade 7 MA.B.1.3.2

items.
Benchmark Clarification Students will solve a problem involving rate, distance, time, or
angle measures.

Items assessing the measure of an angle may require students

to identify angles using vocabulary, and provide angle
measures for corresponding, complementary, supplementary,
interior, or exterior angles.
Items assessing conversion of hours and minutes should

involve only quarter hours.

context.
97
Grade 7 MA.B.1.3.2
Sample MC Item Angle ABD is which type of angle?
A B C
A. acute
B. right
★ C. obtuse
D. straight
Item Context: Mathematics
98
Grade 7 MA.B.1.3.2
Sample GR Item Henry drives from Ft. Myers to Naples and then takes Alligator
Alley to Miami at an average rate of 60 miles per hour. How
many hours does it take Henry to drive nonstop from Ft. Myers
to Miami?
DRIVING DISTANCES BETWEEN FLORIDA CITIES (MILES)
Ft. Myers
77
Belle Glade
37 65
105
Naples Ft. Lauderdale
107
Alliga
tor Al 22
ley
Miami
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 2.4
99
Grade 8 MA.B.1.3.2
Item Types At grade 8, this benchmark will be assessed using GR and SR

items.
Benchmark Clarification Students will develop and/or apply a procedure or formula to

solve and/or explain a problem involving rates, distance, time,
or angle measures.

Items involving rate should not be limited to time/distance

problems, but should include other rated measures; e.g., rates
of change for temperature as it changes throughout the day, or
speed as the rate of change in distance over time, and other
derived measures.

context.
Sample GR Item Under water, a sound wave travels 73,920 feet in 14 seconds.
What is the speed of a sound wave in feet per second?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 5,280
Item Context: Science
100
Grade 8 MA.B.1.3.2
Sample SR Item Luis is designing the floor tile pattern shown in the diagram
below.
B A
In the Answer Book, explain in words how you can find the
measure of ∠B if the measure of ∠A is 65 degrees. Be sure to
include the measure of ∠B in your explanation.
In the Answer Book Explain in words.
Item Context: The Arts
Correct and Complete A correct and complete response includes a valid explanation
Response and the correct measure of ∠B as shown below.
• An explanation similar to the following:
Angles A and B combined form a straight angle, so I

subtracted the measure of ∠A from 180º (180 – 65).
• OR other valid explanation
AND
• The measure of ∠B is 115º.
Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.
101
Benchmark MA.B.1.3.3 The student understands and describes how the change of a
figure in such dimensions as length, width, height, or radius
affects its other measurements such as perimeter, area, surface
area, and volume. This benchmark also assesses C.2.3.1.11
11
The complete text of Benchmark C.2.3.1 is “[The student] understands the geometric concepts of symmetry, reflections,
congruency, similarity, perpendicularity, parallelism, and transformations, including flips, slides, turns, and enlargements.”
102
Grade 6 MA.B.1.3.3

items.
Benchmark Clarification Students will determine the effects of changing dimensions on

other measures or solve problems involving the effects of
changing dimensions.
Content Limits Items may assess the relationship between the area or perimeter
of an original figure and that of a newly created figure, or how
perimeter or area is affected by changes in the dimensions of
the figure.
The changes in dimensions of a figure that are increases should

result in similar figures using scale factors that are whole
numbers.
The changes in dimensions of a figure that are decreases should

result in similar figures using scale factors that are common-
unit fractions with denominators of 2, 3, or 4.

context.
Items should use only two-dimensional figures.
103
Grade 6 MA.B.1.3.3
Sample MC Item In the diagram below, Figure 1 is a square and Figure 2 is a

rectangle.
14
7 7
Figure 1 Figure 2
Based on the diagram, how does the area of Figure 1 compare

to the area of Figure 2?
A. The area of Figure 1 is twice the area of Figure 2.

★ B. The area of Figure 1 is one-half the area of the Figure 2.
C. The area of Figure 1 is one-third the area of Figure 2.
D. The area of Figure 1 is one-fourth the area of Figure 2.
104
Grade 6 MA.B.1.3.3
Sample GR Item Jesse used one-foot square tiles to cover the floor of his 6-foot-
by-6-foot bathroom and wants to use the same tiles in the
kitchen. The floor of his kitchen is twice as long and twice as
wide as the floor of the bathroom. How many tiles will he need
for his kitchen floor?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 144
105
Grade 7 MA.B.1.3.3

items.

Content Limits Items may assess how a change in a figure’s dimensions affects
its perimeter (including circumference), area, surface area, or
volume, or how changes in the volume, surface area, area, or
perimeter of a figure affect the dimensions of the figure.

numbers.
The changes in dimensions of a figure that are decreases should

result in similar figures using scale factors that are common-
unit fractions with denominators of 2, 3, or 4.
Changes in figures involving volume should be based primarily

on rectangular solids.

context.
Items may present two- or three-dimensional figures.

106
Grade 7 MA.B.1.3.3
Sample MC Item Toni has a rectangular vegetable garden that measures 8 feet by
12 feet. She wants to enlarge her garden. If Toni doubles the
length and width of her present garden, how will the area of the
garden change?
A. The area will remain the same.

B. The area will be half as large.
C. The area will be twice as large.
★ D. The area will be four times as large.
107
Grade 7 MA.B.1.3.3
Sample GR Item The Gordons decided to enlarge their fish pond. The original
pond had a diameter of 7 feet. If the new pond has a diameter
of 28 feet, how many times greater than the original will be the
circumference of the new pond?
7 feet
28 feet
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 4
108
Grade 8 MA.B.1.3.3

items.

Content Limits Items may assess how a change in a figure’s dimensions affects
its perimeter (including circumference), area, surface area, or
volume, or how changes in the volume, surface area, area, or
perimeter of a figure affect the dimensions of the figure.

numbers.
The changes in dimensions of a figure that are decreases

should result in similar figures using scale factors that are
common-unit fractions with denominators of 2, 3, or 4.
Changes in figures involving volume should be based primarily

on rectangular solids.
Stimulus Attributes Items should be set in a real-world context.
Items may present two- or three-dimensional figures.

109
Grade 8 MA.B.1.3.3
Sample MC Item A park sculpture has a base in the shape of a rectangular prism.
The sculpture’s base has a volume of 960 cubic inches. An
artist is making a model of the sculpture with dimensions half
the size of the actual sculpture. What is the volume of the base
on the artist’s model?
★ A. 120 cubic inches

B. 240 cubic inches
C. 480 cubic inches
D. 960 cubic inches
Item Context: The Arts
110
Grade 8 MA.B.1.3.3
Sample GR Item A rectangular lot on wildlife preserve land has dimensions of

5 miles by 8 miles. If the dimensions of the lot are doubled, by
how many times will the area increase?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Sample Response: 4
111
Benchmark MA.B.1.3.4 The student constructs, interprets, and uses scale drawings such
as those based on number lines and maps, to solve real-world
problems. This benchmark also assesses B.2.3.1.12
12
112
Grade 6 MA.B.1.3.4

items.
Benchmark Clarification Students will interpret and solve a problem using scale
drawings.
Content Limits Items may require students to solve real-world problems,

including distance, using a scale drawing.
Measurements may be in either metric or customary units.
Items should involve interpreting and applying various scales,

including those based on number lines, graphs, models, and
maps.
Graphics should be used with at least 70% of these items.
113
Grade 6 MA.B.1.3.4
Sample MC Item Based on the scale provided, what is the approximate distance
in miles from Greenville to Hillsboro?
West
Lake
Hillsboro
Hanover
Waverly Greenville
Route
75
Bridgton
Scale in miles
0 15 30 45
A. 15 miles
★ B. 30 miles
C. 45 miles
D. 60 miles
114
Grade 6 MA.B.1.3.4
Sample GR Item Based on the scale provided, what is the approximate distance
in miles from Greenville to Hillsboro?
West
Lake
Hillsboro
Hanover
Waverly Greenville
Route
75
Bridgton
Scale in miles
0 15 30 45
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 30 miles
115
Grade 7 MA.B.1.3.4

items.
drawings.
Content Limits Items may require students to demonstrate knowledge of

proportional relationships in scale drawings or solve real-world
problems, including distance, using a scale drawing.
Items should involve interpreting and applying various scales,

maps.
Graphics should be used with at least 70% of these items.
Sample MC Item On a trip to France, Henry bought a model of the Eiffel Tower.
1
His model is 9 inches tall. If the scale of the model is inch =
2
55 feet, what is the approximate height of the Eiffel Tower?
A. 12 feet
B. 110 feet
C. 119 feet
★ D. 990 feet
Item Context: Architecture
116
Grade 7 MA.B.1.3.4
Sample GR Item In the scale drawing below, the school library has a length of
1
2 inches.
2
SCALE
1
inch = 10 feet
4
1
2 inches
2
What is the actual length, in feet, of the library?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 100
117
Grade 8 MA.B.1.3.4

items.
drawings.
Content Limits Items may require students to demonstrate knowledge of

proportional relationships in scale drawings or solve real-world
problems, including distance, using a scale drawing.
Items should involve interpreting and applying various scales

maps.
Scales should use only rational numbers.
118
Grade 8 MA.B.1.3.4
Sample MC Item Hector is going to visit relatives in Bellville this summer. He

wants to know how far Bellville is from his home in
Aimsworth. He found the map below.
Aimsworth
Bellville
SCALE
1
inch = 10 miles
2
On the map, Hector measured a total of 3 inches from

Aimsworth to Bellville. Based on the map scale above, how
many miles is it from Aimsworth to Bellville?
A. 15 miles
B. 30 miles
C. 50 miles
★ D. 60 miles
119
Grade 8 MA.B.1.3.4
Sample GR Item Carmello is making a model of our solar system. He wants his
model to look like the one shown below.
Mercury
Sun Venus
Earth
S C A L E
1 centimeter = 6 million miles
The average distance between the orbital paths of Mercury and

Venus is approximately 31.2 million miles. According to the
scale above, how far apart, in centimeters, should the orbital
paths be on the model?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Sample Response: 5.2
Item Context: Science
120
Standard 2 The student compares, contrasts, and converts within systems

of measurement (both standard/nonstandard and
metric/customary).
Benchmark MA.B.2.3.2 The student solves problems involving units of measure and
converts answers to a larger or smaller unit within either the
metric or customary system.
121
Grade 6 MA.B.2.3.2

items.
Benchmark Clarification Students will solve a problem involving conversions to other

units.
Content Limits All conversions of units must be within the same system of
measurement (metric or customary).
Items should involve only one-unit conversions

(e.g., converting seconds to hours) and not mixed units
(e.g., converting hours and minutes to seconds).
Sample MC Item Tina was making punch for a party. She mixed 7 cups of apple
juice, 4 cups of pineapple juice, 8 cups of ginger ale, and 1 cup
of lemon juice. How many gallons of punch did she make?
1
★ A. 1 gallons
4
1
B. 2 gallons
2
C. 5 gallons
D. 10 gallons
122
Grade 6 MA.B.2.3.2
Sample GR Item Carpenters often use a folding ruler to measure distances. A

carpenter uses his ruler to measure one wall in the gymnasium
to determine how much paint will be needed for a wall mural.
His ruler extends to 96 inches. How many feet long is the

ruler?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 8
123
Grade 7 MA.B.2.3.2

items.

units.
Items should involve only one-unit conversions

(e.g., converting seconds to hours) and not mixed units
(e.g., converting hours and minutes to seconds).
Sample MC Item On a football field, the distance from one goal line to the other
is 100 yards. Students must start at one goal line, run to the
other goal line, and then run back. They must do this 20 times
each day. About how many miles will each student run per
day?
A. 0.75 miles
B. 1.14 miles
★ C. 2.27 miles
D. 2.4 miles
124
Grade 7 MA.B.2.3.2
3
Sample GR Item Kanesha ran in a 5-kilometer race. She only completed of
4
the course. How many meters did she run?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Answer: 3,750
125
Grade 8 MA.B.2.3.2

items.

units.
Items may involve mixed units within each system, such as

converting hours and minutes to seconds.
Sample MC Item The round steel rod shown below is 5.75 feet long. If a
steelworker cuts the steel rod into 10 equal pieces,
approximately how many inches long will each piece be?
A. 0.479 inches
B. 0.575 inches
C. 5.75 inches
★ D. 6.9 inches
126
Grade 8 MA.B.2.3.2
Sample GR Item The distance from Robert’s house to a boat dock is 425 meters.
Robert walks to the dock and back to his house each day. After
5 days, how far, in kilometers, will Robert have walked?
/ / /
. . . . .
0 0 0 0 0
1 1 1 1 1
2 2 2 2 2
3 3 3 3 3
4 4 4 4 4
5 5 5 5 5
6 6 6 6 6
7 7 7 7 7
8 8 8 8 8
9 9 9 9 9
Sample Response: 4.25
127

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Grades 6-8 MA.B.1.3.

Item Types At grade 6, this benchmark will be assessed using MC and GR

Benchmark Clarification Students will solve a problem involving linear measure,

Content Limits Benchmark B.1.2.2 has been included to assess solving

The number of two- or three-dimensional figures assessed in an

Items involving volume should emphasize meaning, not

Items involving area should be limited to triangles, rectangles,

Items involving volume/capacity should be limited to

Stimulus Attributes Items should use graphic models or verbal descriptions of

Items should be set in a real-world context.

Graphics should be used in at least 70% of these items.

Response Attributes Not applicable.

If Elena buys fencing to enclose her garden, how many feet of

Item Context: Social Studies

A company introducing a new cereal wants to use one of the

Item Context: Workplace

Item Types At grade 7, this benchmark will be assessed using MC and GR

Benchmark Clarification Students will solve a problem involving perimeter, area,

Content Limits Benchmark B.1.2.2 has been included to assess solving

The number of two- or three-dimensional figures assessed in an

Where possible, items involving circumferences and areas of

Items involving π should be multiple-choice.

Stimulus Attributes Items should use graphic models or verbal descriptions of

Items should be set in a real-world context.

Graphics should be used in at least 70% of these items.

Items requiring three-dimensional graphics must be realistic

Response Attributes Not applicable.

Sample MC Item The inside diameter of a basketball hoop is 18 inches.

What is the approximate circumference of this basketball hoop

Item Context: Health/Physical Education

Sample GR Item The Moreland Museum wants to hang a 3-foot by 4-foot

What is the minimum wall space, in square feet, required to

Item Context: Art

Item Types At grade 8, this benchmark will be assessed using GR and SR

Benchmark Clarification Students will develop and/or apply a procedure or formula to

Benchmark B.1.2.2 has been included to assess solving

Short-response items should use graphic models to derive

The number of two- or three-dimensional figures assessed in an

Where possible, items involving circumferences and areas of

Items involving π should be short-response.

Stimulus Attributes Items should use graphic models or verbal descriptions of

Items should be set in a real-world context.

Graphics should be used in at least 70% of these items.

Items requiring three-dimensional graphics must be realistic

Response Attributes Not applicable.

What is the total area, in square feet, of the patio?

Sample Response: 154

Item Context: Workplace

Sample GR Item 2 A cylindrical column 12 centimeters in diameter is

Sample SR Item Calvin is preparing a training schedule and needs to determine

What is the distance around the track? In the Answer Book,

Item Context: Health/Physical Education

• A distance ≈ 400 meters or 399.8 meters or

• Valid work that leads to a correct response (using

22/7 for π):

220 m + 180 m = 400 m

• OR an explanation similar to the following:

The length of the two straight segments of the track

The distance around one end of the track is half the

distance around a circle.

The distance around both ends of the track is the

Scoring Rubric See Appendix D for the Short-Response Scoring Rubric.