Académique Documents
Professionnel Documents
Culture Documents
of School Assessment
Mathematics
Item and Scoring Sampler
2008–2009
Grade 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
General Description of Mathematics Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Description of Sample Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Grade 4 Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
First Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Item-Specific Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Second Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Item-Specific Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Third Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Item-Specific Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Fourth Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Item-Specific Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
INTRODUCTION
General Introduction
The Department of Education provides districts and schools with tools to assist in delivering focused instructional
programs aligned to the state assessment system. These tools include assessment anchor documents, assessment
handbooks, and content-based item and scoring samplers. This 2008–2009 Mathematics Item and Scoring Sampler is a
useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.
What Is Included
The 2008–2009 Mathematics Item and Scoring Samplers do not contain newly released items. The samplers are a
compilation of previously released items. This item and scoring sampler contains mathematics multiple-choice items
and open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (Assessment
Anchors). Some of the items are actual items used to assess student performance on the PSSA. They provide an idea of
the types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous review
process to ensure alignment with the Assessment Anchors.
Each open-ended item is designed to take about ten minutes to complete. During an official testing administration,
students are given additional time as necessary to complete the test items. Each open-ended item in mathematics is
scored using an item-specific scoring guideline based on a 0–4 point scale. In this sampler, every item-specific scoring
guideline is combined with examples of student responses representing each score point to form a practical item-
specific scoring guide.
The sampler also includes the General Description of Mathematics Scoring Guidelines used to develop the
item-specific guidelines and guides. These General Description Scoring Guidelines should be used if any additional
item-specific scoring guidelines are created for use within local instructional programs.*
Item Alignment
All PSSA items are aligned to statements and specifications included in the Assessment Anchor Content Standards
documents. The mathematics content included in the PSSA mathematics multiple-choice items will align with the
Assessment Anchors as defined by the Eligible Content statements. The process skills, directives, and action statements
will also specifically align with the Assessment Anchors as defined by Eligible Content statements.
The mathematics content included in the PSSA mathematics open-ended items will align with content included
in Eligible Content statements. The process skills, directives, and action statements included in the performance
demands of the PSSA mathematics open-ended items will align with specifications included in the Assessment Anchor
statements, the Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action
statements used in the open-ended questions or stems can come from the Eligible Content, Descriptor, or Anchor.
* The permission to copy and/or use these materials does not extend to commercial purposes.
4 – The response demonstrates a thorough understanding of the mathematical concepts and procedures
required by the task.
The response provides correct answer(s) with clear and complete mathematical procedures shown and a correct
explanation, as required by the task. Response may contain a minor “blemish” or omission in work or explanation
that does not detract from demonstrating a thorough understanding.
3 – The response demonstrates a general understanding of the mathematical concepts and procedures required
by the task.
The response and explanation (as required by the task) are mostly complete and correct. The response may have
minor errors or omissions that do not detract from demonstrating a general understanding.
2 – The response demonstrates a partial understanding of the mathematical concepts and procedures
required by the task.
The response is somewhat correct with partial understanding of the required mathematical concepts and/or
procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.
1 – The response demonstrates a minimal understanding of the mathematical concepts and procedures
required by the task.
0 – The response has no correct answer and insufficient evidence to demonstrate any understanding of the
mathematical concepts and procedures required by the task for that grade level.
Response may show only information copied from the question.
Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.
The mathematics multiple-choice items begin on the next page. Each item is preceded by the Assessment Anchor and
Eligible Content coding. The majority of answer options A–D are followed by a brief analysis or rationale. The correct
answer is indicated by an asterisk (*).
Four open-ended items follow the multiple-choice items. Each of these is displayed with an item-specific scoring guidelines
and examples of responses with scores and annotations.
A calculator is permitted for use in solving items numbered 7–53 in this sampler. Items numbered 1–6 are to be solved
without the use of a calculator. Scratch paper may be used in solving all items, and a ruler similar to that shown below
should be used to answer item numbers 26 and 27.
GRADE 4 RULER
The ruler shown below is not intended to be used to measure. It has been included as a representation of the rulers that
will be provided for students when they take the test. Due to differences in printers, etc., the ruler and item numbers 26
and 27 may not accurately reproduce to scale.
Grade 4
(in.) 1 2 3 4 5 6
15 14 13 12 11 10 9 8 7 6 5 4 3 2 (cm) 1
MULTIPLE-CHOICE ITEMS
During an assessment, students would not be permitted to use a calculator on items 1–4.
A.3.1.3 A.3.2.1
A 30 25 + 5 B 75.62 *
B 80 20 3 4 C 81.47 82.12 ] 0.65
A.3.2.1
A.3.1.3
4. Solve:
2. Which estimate is closest to 5,790 + 4,013? 879.56 – 498.87
A 8,000 4,000 + 4,000
A 380.69 *
B 9,000 5,000 + 4,000
During an assessment, students would not be permitted to use a calculator on items 5 and 6.
A.3.2.2 A.3.2.2
+ }1 A 1
} difference
7 5
B 5 3 + 2; 5 + 5
}
3 10
A } 4 ] 1; 7 + 7
14
C 6 3 × 2; 5 + 5
}
5 10
B } 4 + 1; 7 + 7
14
D 5 *
}
3 4 1 5
C } }]}
7 7 7
D 5 *
}
7
4MSA322
A.1.1.1 A.1.1.2
7. Maddox shaded some circles, as shown 8. Natalie is painting some benches. She
below.
has already painted 1 }3 benches. Which
5
drawing could show the benches Natalie
has painted so far?
A
Which mixed number shows how many
circles Maddox shaded? 1 3
} and }
5 5
A 3 1} 1
3 shaded wholes + } unshaded B
8 8
B 3 7} * 3 3
} and }
8 5 5
C 4 1} 1 C
4 circles + } unshaded
8 8
2
D 4 7} 7
4 circles + } shaded
1}
5
8 8
4MSA111 D
*
4MSA112
A.1.1.3 A.1.1.4
9. What is three thousand fourteen and 11. A store sent out 5,221 announcements
eight-tenths written in standard form? last year. Which shows the word form
of 5,221?
A 3,014.08 eight-hundredths
A five thousand twenty-one
C 8,000 + 400 + 80 + 7 *
4 and 8 in wrong
D 8,000 + 40 + 8 + 7 place
A.1.2.1 A.1.2.2
12. Victor needs 1}1 cups of milk for a 14. At the school carnival, the principal
3 selected 4 tickets for a door prize. The
recipe. Which point shows the amount ticket numbers are shown below.
Victor needs?
79342
W X Y Z 79432
81254
0 1 2 81204
A W
1
} Which shows the ticket numbers from
3
least to greatest?
2
B X }
3 A 79342, 79432, 81204, 81254
*
C Y *
B 79342, 79432, 81254, 81204
2
D Z 1}
3 last two numbers transposed
41-5128
C 79432, 79342, 81204, 81254
first two numbers transposed
P
0 1 2 A.1.3.1
B 3 * B 1, 2, 5
}
4
C 0, 1, 2, 5, 10
C 4
}
5 D 0, 1, 2, 5
D 1 1}
4
A.1.3.2 A.2.1.2
16. Mr. Franklin is buying boxes of markers. 19. Hector bought 2 books for $7.59 each and
Each box contains exactly 8 markers. a pen for $3.46. What is the total amount
Which could be the number of markers of money he paid?
Mr. Franklin is buying?
A $11.05 7.59 + 3.46
A 38 not a multiple of 8
B $13.05 2 + 7.59 + 3.46
B 40 *
C $14.51 3.46 + 3.46 + 7.59
C 42 not a multiple of 8
D $18.64 *
D 44 not a multiple of 8
41-5209
A.3.1.1
A.3.1.2
A.2.1.1
21. Ivan needs to pay $11.86 for lunch. Ivan
18. Stan has 6 points in a game. Eve has twice has no coins. What is the least amount
as many points as Stan. How many points of money Ivan needs to pay for his
do they have in all? lunch?
B 12 6×2 B $12.00 *
B.1.1.1 B.1.1.2
22. Scott left his house for baseball practice at 23. Meredith eats lunch at 20 minutes to 12.
the time shown below. Which clock shows when Meredith eats
lunch?
12
11 1
10 2 A 12 hour hand
11 1
9 3 error
10 2
8 4
9 3
7 5
6
8 4
7 5
6
What time did Scott leave his house for
baseball practice?
B 12 *
11 1
A 2:28 * 10 2
C 11
12
1 hands reversed
10 2
9 3
8 4
7 5
6
D 12
11 1 20 minutes
10 2 a er 12
9 3
8 4
7 5
6
4MSB112
B.1.1.3 B.2.1.1
24. Lin got on the bus at 8:15 A.M. and got off 26. The smallest doll in Kim’s collection is
the bus at 9:06 A.M. How long was Lin on shown below.
the bus?
A 21 minutes 15 + 6
B 51 minutes *
C 66 minutes 1 hour to 9:00 + 6
D 91 minutes 100 – 15 + 6
D 7:50 *
4MSB114
B.2.1.1 C.1.1.1
27. Cleo’s pencil was very short. 29. What 2-dimensional shape has 6 sides and
6 angles?
A hexagon *
Using your ruler, what is the length of her B octagon 8 sides and angles
pencil, in centimeters?
C rectangle 4 sides and angles
A 2 near “2 inches” mark
D rhombus 4 sides and angles
B 3 approximately 3 inches
C 7 *
D 8 ruler end set at 1 cm
C.1.1.2
B.2.2.1
A 4 inches
B 24 inches *
C 44 inches 30. What 3-dimensional shape is this object?
D 64 inches A cube
B square
C pyramid
D rectangular prism *
C.1.2.1 C.1.2.2
31. Tran drew the first letter of his name. Use the figure below to answer question 32.
A 3 points
B 3 rays
C 2 lines
D 2 line segments *
A perpendicular
no right angle relationship
B parallel
*
C converging
no point of convergence
D intersecting
no intersection
41-5276
C.2.1.1 C.2.1.2
33. Tony drew a picture of a heart below. Use the picture below to answer question 34.
C 2 D 3
D 4
4 sections created by 2 lines
41-5343
C.3.1.1 C.3.1.1
Use the grid below to answer question 35. Use the coordinate grid below to answer
question 36.
y
10 y
9
8
8
7 7
6
6
5 W X Y
4 5
3 4
2
1 3
x 2
0 1 2 3 4 5 6 7 8 9 10
1
35. Which shape is found at (5, 4)? Z
x
0 1 2 3 4 5 6 7 8
D.1.1.1 D.1.1.2
37. Ruth placed cards in a row to form a Use the pattern below to answer question 39.
number pattern, as shown below.
3, 6, 5, 10, 9, 18, 17
64 52 40 28 ? 39. Which rule describes this pattern?
B *
16
C
22
D
24
D.1.1.1
B 20 *
D 30 80 ] 50, or 65 ] 35
41-5375
D.1.1.3
B ABCCABCCABCCA *
C ABCCAABCCAABC first le er repeated
D.1.2.1 D.1.2.2
41. The input/output table shows the rule: 42. Charlie made the table below.
multiply the input number by 3 and then
add 2. In Out
12 60
Input Output
3 11 13 65
5 17 14 70
6 20
7 ? What rule did Charlie use?
9 ?
A Add 5 difference in Out values
What 2 output numbers are missing in the
table? B Add 48 difference in first row
A 14, 27 7 × 2; 9 × 3 C Multiply by 5 *
D 23, 29 *
D.2.1.1 D.2.2.2
43. Rob’s car had 16 gallons of gas. On a Use the number sentence below to answer
55 mile drive, the car used 3 gallons. Which question 45.
shows how to find how many gallons were
in the car after the drive? 14 2=7
2 pieces
B 4 *
C 6 strawberry + orange pictures
D 8 total number of pictures
41-5239
E.1.1.1
47. The pictograph below shows the number and kinds of birds in a pet shop.
Kind Number
canary
finch
parakeet
parrot
Key
= 4 birds
A 4 ignored key
B 8 4+4
C 12 number of parakeets
D 16 *
E.1.2.2
48. The pictograph below shows the number of students who took swim lessons during three
different months.
Swim Lessons
Key: = 10 students
Number of Students
60 60
50 50
40 40
30 30
20 20
10 10
0 0
April June August April June August
Month Month
rounded and drawn up to grid line *
Number of Students
60 60
50 50
40 40
30 30
20 20
10 10
0 0
April June August April June August
Month Month
rounded and drawn down to grid line June + 5
4MSE122
E.3.1.1
49. The graph below shows the number of tickets being sold each hour for a concert.
700
600
Number of Tickets
500
400
300
200
100
0
12:00 1:00 2:00 3:00 4:00 5:00 6:00
Hour
The pattern continues. Based on the graph, how many tickets should be expected to be
sold by 4:00?
D 600 *
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
Assessment Anchor:
A.1.1.4–Write whole numbers in expanded, standard and/or word form through 6 digits (example of standard to
expanded form: 43,076 = 40,000 + 3,000 + 70 + 6).
A.1.2.2–Compare and/or order whole numbers through 6 digits and amounts of money to $100 (limit sets for
ordering to no more than 4 numbers).
Scoring Guide:
Item #50
Part A Answer
Sixty-two thousand five hundred ten
(1 score point)
Part B Answer
59,301
(1 score point)
OR equivalent
(2 score points)
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
A. The total number of people at Saturday’s football game was 62,510. Write the
word form of the number of people at Saturday’s game.
41-5451a
50. Continued. Please refer to the previous page for task explanation.
C. At Friday’s game, there were more people than there were at Monday’s game
and fewer people than at Saturday’s game.
How many people could have been at Friday’s game? Explain how you know
your answer is correct.
41-5451b
51. Ali, Jeri, and Kim each put $7.00 into a jar to start their car washing business.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
Assessment Anchor:
A.2–Understand the meanings of operations, use operations, and understand how they relate to each other.
A.2.1.1–Solve problems involving all operations with whole numbers, and/or explain the solution (limit to
two-step problems; e.g., multiply then add single-digit multipliers and divisors).
A.2.1.2–Solve problems involving addition or subtraction with decimals through the tenths or money
to the cent and/or explain the solution. Limit to two-step problems.
Scoring Guide:
Item #51
(2 score points)
9 × 6 = 54
$68.81
$54.00 + 14.81 = $68.81
(2 score points)
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. They used $6.19 of the money in the jar to buy 1 box of soap. How much
money do they have left in the jar? Show or explain all your work.
51. Continued. Please refer to the previous page for task explanation.
On Saturday they washed 9 cars in all. They collected $6.00 for each car
washed. They put the money in the same jar.
B. How much money was in the jar at the end of the day? Show or explain all
your work.
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
Assessment Anchor:
B.1–Demonstrate an understanding of measureable attributes of objects and figures, and the units, systems and
processes of measurement.
B.1.1.2–Identify time (analog or digital) as the amount of minutes before and/or after the hour (e.g., 2:50 is the
same as 10 minutes before 3:00; quarter past six is the same as 6:15).
B.1.1.3–Calculate the elapsed time, to the minute, in a given situation (limited to 2 adjacent hours).
B.1.1.4–Determine the beginning or ending time, given the elapsed time (limited to 2 adjacent hours).
Scoring Guide:
Item #52
OR equivalent
(2 score points)
OR equivalent
(2 score points)
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
A. Frank starts his math homework at twenty minutes past three and completes it
at 4:17. How long did it take him to do his math homework? Explain how you
found your answer.
41-5431a
52. Continued. Please refer to the previous page for task explanation.
B. After taking a break, Frank starts his science homework at 5:18 and works for
47 minutes. At what time does he finish his science homework? Explain how
you found your answer.
41-5431b
53. Continued. Please refer to the previous page for task explanation.
Assessment Anchor:
D.1.1.1–Extend or find a missing element in a numerical or geometric pattern (+, – or × may be used -
numerical patterns must be whole numbers).
D.1.1.2–Identify/describe the rule for a numerical or geometric pattern shown (+, – or × may be used -
numerical patterns must be whole numbers).
Scoring Guide:
Item #53
Part A Drawing
(1 score point)
Part B Support
The pattern is circle, straight mark, circle, zig zag. It keeps going.
OR
equivalent
(1 score point)
Part C Answer
(1 score point)
Part D Support
The rule is to subtract 9 from the first number to get the second number, then
subtract 9 from the second number to get the third number. Keep repeating this
rule.
OR
equivalent
(1 score point)
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
53. Continued. Please refer to the previous page for task explanation.
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