MCAS Performance Indicator

Transcription

1 GRADE 7 MCAS Performance Indicator Form A Teacher s Guide and Answer Key Mathematics Continental Press

2 Contents Introduction to MCAS Mathematics Performance Indicators Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Answer Sheet for Sessions 1 and Reproducible Answer Sheet for Sessions 1 and 2, with Answer Key Scoring Rubric for Open-Response Items Reproducible Skill Analysis Chart for Sessions 1 and Massachusetts Mathematics Curriculum Framework, Grade Reproducible Mathematics Reference Sheet Reproducible Cut-Out Tools ISBN K Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

3 MCAS Mathematics Performance Indicators The MCAS Mathematics Performance Indicator practice tests are designed to help students prepare for the Massachusetts state test in Mathematics. There are two forms of the Performance Indicators available. They are parallel forms that can be administered before instruction and after, or at any time during the school year. The MCAS Finish Line Mathematics Workbook, Grade 7 provides a complete sequence of instruction in the assessed standards of the Massachusetts Mathematics Curriculum Framework. The workbook includes guided practice and independent practice for each mathematics skill in multiple-choice, short-answer, and openresponse formats. A list of assessed skills is available at the back of this guide. The MCAS Mathematics Performance Indicators, Grade 7 are divided into two sessions: Session 1 and Session 2. The booklets should be administered simultaneously on a single day. Sessions 1 and 2 contain multiple-choice, short-answer, and open-response questions. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Short-answer questions require students to provide a written response a short statement or a numeric computation, for example. Open-response questions require a more extensive answer, usually as a written response or by completing a table, chart, or graph. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the Performance Indicator, an answer key, correlations to the Massachusetts Mathematics Curriculum Framework, scoring guidelines and rubrics, a class skill analysis chart for all questions types, a reproducible reference sheet, and a reproducible page of cut-out tools. The chart below provides a sample timetable for administering the Grade 7 Performance Indicator. Session 1 15 multiple-choice questions 60 minutes, plus an additional Day 1 5 short-answer questions 10 minutes for preparation 2 open-response questions Session 2 14 multiple-choice questions 60 minutes, plus an additional Day 1 3 open-response questions 10 minutes for preparation MCAS Mathematics Performance Indicator Form 7A 3

4 Session 1 Using Your Performance Indicator Mathematics tests today are usually given in multiple sessions. You will probably want your students to work with the MCAS Mathematics Performance Indicator practice tests in the same way. In addition, schedule review sessions as close as possible to the completion of each part; this will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with the students ways in which their written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice questions, reproduce the answer sheet on page 9 of this guide. Remind students to write their name on the answer sheet. Then instruct them on how to fill in the circles clearly. Like actual tests, the Performance Indicators ask students to use particular mathematical tools, such as rulers, as well as a reference sheet for mathematical formulas. Every student should have his or her own set of these tools and a reference sheet. Blackline masters for making them appear on pages of this guide. Before beginning the practice materials, copy the master for the tools onto heavy cardstock and cut out and distribute a set of tools and an individual storage envelope to each student. These tools are also available in punch-out form from Continental Press. Alternatively, provide students with similar manipulatives and tools to use. At some levels of the MCAS, calculator use is permitted or required. Supply calculators as needed. Allow 60 minutes for this first session. Make sure each student has a Performance Indicator, Form A, two No. 2 pencils, a set of tools, a reference sheet, and an optional answer form, if you are using it. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to answer the 22 questions. Check to be sure students have written their name on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully, before circling the letter of the best answer. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any questions on the test. Remember that you have 60 minutes to work on the booklet for Session 1. Continue working until you reach the word Stop on page 12. If you finish early, review your work and just sit quietly until the time is up. Are there any questions? Pause to answer any questions. 4 MCAS Mathematics Performance Indicator Form 7A

5 SAY I am now writing the time on the chalkboard. Turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 12 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Thank the class for their cooperation. Take a short break and then begin Session 2. Session 2 Allow 60 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, a reference sheet, a set of tools, and a calculator. SAY Now you will begin Session 2. Please turn to page 13 and follow along while I read what is on this page. Pause to answer any questions. SAY Read the directions and questions on each page carefully. You may use your tools, reference sheet, and calculator to help you solve any question in this session. Write all of your answers in the booklet. It is important to show all of your work in addition to your final answers. If you see the words Go On at the bottom of the page, keep on reading and answering the questions. Continue working until you see the word Stop. Does anyone have any questions? Address any questions. Remind the students that you are going to make the session seem as much as possible like the real test they will be taking. SAY You have 60 minutes to work on this session. Continue working until you reach the word Stop on page 20. If you finish early, review your work. Then sit quietly until the time is up. I am now writing the time on the chalkboard. Turn to page 14 and begin. Write the time on the chalkboard. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish question 39 before the time is up, be sure to go back and check your answers. When the time is up, get ready to collect the booklets. SAY Time s up. Please close your booklets. You have now completed all the sessions of your Performance Indicator. MCAS Mathematics Performance Indicator Form 7A 5

6 Collect the students booklets, making sure each student s name is on the inside front cover. Thank the class for their cooperation. After you check the answers in Sessions 1 and 2 using the answer key on pages 7 8 of this guide, review the responses with students. Continue to work with students to improve all aspects of their mathematical skills. 6 MCAS Mathematics Performance Indicator Form 7A

7 Answer Key Session 1 1. C [7.N.3] 2. B [7.N.5] 3. C [7.N.1] 4. A [7.P.1] 5. C [7.P.2] 6. D [7.P.4] 7. Short-answer [7.N.7] 3 ton 8 8. Short-answer [7.G.4] (4, 3) 9. Open-response [7.P.5] a. 26 centimeters The snake s length is increasing by 3 centimeters every month, and b. l 8 3t c. t 14 months If l 50, the equation to solve is t. Subtracting 8 from both sides gives 42 3t. Dividing each side by 3 gives the answer: t 14 months. 10. C [7.G.3] 11. A [7.G.6] 12. B [7.N.7] 13. B [7.N.9] 14. A [7.N.8] 15. B [7.D.3] 16. C [7.M.1] 17. D [7.N.4] 18. C [7.N.9] 19. Short-answer [7.M.1] 28 ounces 20. Short-answer [7.D.2] 159 centimeters 21. Short-answer [7.P.1] 2n Open-response [7.D.1] a. CDs 50%, Books 25%, Other 25% The total sales are $300 $150 $150 $600. So CDs represent $300 $ , or 50% of the total. Books represent $150 $ , or 25% of the total, and Other is also 25% of the total. b. CDs 50% Books 25% Other 25% Session B [7.G.1] 24. B [7.N.2] 25. A [7.P.3] 26. D [7.G.2] 27. D [7.D.2] 28. Open-response [7.N.1] 2 3 a. Sienna, Kim Sienna made 8 of 20, or of her shots, and Kim made 6 of 16, or of her shots, and b , and c. Sienna 40%, Kim 37.5% Moving the decimal points two places to the right gives the percentages: Sienna made % of her shots, and Kim made % of her shots. 29. Open-response [7.G.6] a. y D D b. Point D had to be straight down from point D, on the other side of the x-axis, the same distance from the x-axis as point D. E E G G F F x MCAS Mathematics Performance Indicator Form 7A 7

8 The x-coordinate of point D had to be the same as the x-coordinate of point D, and the y-coordinates had to be opposites. c. (a, b) 30. C [7.P.5] 31. A [7.P.3] 32. A [7.P.6] 33. C [7.G.2] 34. B [7.N.6] 35. D [7.G.7] 36. B [7.M.2] 37. C [7.M.3] 38. D [7.D.1] 39. Open-response [7.M.3] a. 32 cubic inches The volume is length times width times height, so it s cubic inches. b. 28 cubic inches Using the formula for volume of a cylinder, V r 2 h (3.14)(1 2 )(9) about cubic inches. c. 88.3% Dividing by 32 gives the answer Converting to a percentage gives 88.3%. The candle occupies about 88.3% of the space inside the box. 8 MCAS Mathematics Performance Indicator Form 7A

9 Name Session 1 Answer Sheet 11 a b c d 12 a b c d 12 a b c d 13 a b c d 13 a b c d 14 a b c d 14 a b c d 15 a b c d 15 a b c d 16 a b c d 16 a b c d 17 a b c d 17 a b c d 18 a b c d 18 a b c d 19 a b c d 19 a b c d 20 a b c d 10 a b c d 21 a b c d 11 a b c d 22 a b c d Session 2 Answer Sheet 23 a b c d 32 a b c d 24 a b c d 33 a b c d 25 a b c d 34 a b c d 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 7A

10 Session 1 Answer Sheet, Answer Key 11 a b c d 12 a b c d 12 a b c d 13 a b c d 13 a b c d 14 a b c d 14 a b c d 15 a b c d 15 a b c d 16 a b c d 16 a b c d 17 a b c d 17 a b c d 18 a b c d 18 a b c d 19 a b c d 19 a b c d 20 a b c d 10 a b c d 21 a b c d 11 a b c d 22 a b c d Session 2 Answer Sheet, Answer Key 23 a b c d 32 a b c d 24 a b c d 33 a b c d 25 a b c d 34 a b c d 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 7A

11 MCAS Mathematics Rubric for Open-Response Items Rubrics for the MCAS mathematics items are specific to the individual items. The following rubric provides general guidelines for evaluating the open-response items in the MCAS Mathematics Performance Indicator practice tests. In reviewing student work, tailor the rubric to the learning standard covered in the item. Score Description 4 The student response demonstrates an exemplary understanding of the concepts involved in the specific learning standard. 3 The student response demonstrates a good understanding of the concepts involved in the specific learning standard. Although there is significant evidence that the student is able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result, the response merits 3 points. 2 The student response demonstrates a fair understanding of the concepts involved in the specific learning standard. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points. 1 The student response demonstrates only a minimal understanding of the concepts involved in the specific learning standard. 0 The student response contains insufficient evidence of an understanding of the concepts involved in the specific learning standard to merit any points. MCAS Mathematics Performance Indicator Form 7A 11

12 MCAS Mathematics Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis for Form 7A Sessions 1 and 2 Number Sense and Operations #1, 2, 3, 7, 12, 13, 14, 17, 18, 24, 28*, points possible Patterns, Relations, and Algebra #4, 5, 6, 9*, 21, 25, 30, 31, points possible Geometry #8, 10, 11, 23, 26, 29*, 33, points possible Measurement #16, 19, 36, 37, 39* 8 points possible Data Analysis, Statistics, and Probability #15, 20, 22*, 27, 38 8 points possible TOTAL SCORE 54 points possible *Open-response items are worth up to 4 points each.

13 Massachusetts Mathematics Curriculum Framework, Grade 7 Number Sense and Operations Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.N.1 7.N.2 7.N.3 Compare, order, estimate, and translate among integers, fractions, and mixed numbers (i.e., rational numbers), decimals, and percents. Use ratios and proportions in the solution of problems involving unit rates, scale drawings, and readings of maps. Represent numbers in scientific notation (positive powers of ten only) and use that notation in problem situations. 7.N.4 Demonstrate an understanding of absolute value N.5 7.N.6 7.N.7 7.N.8 7.N.9 Apply the rules of positive integer exponents to the solution of problems. Extend the Order of Operations to include positive integer exponents. Use the inverse relationships of addition and subtraction, and of multiplication and division, to simplify computations and solve 1 problems, e.g., multiplying by 2 or 0.5 is the same as dividing by 2. Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). Determine when an estimate rather than an exact answer is appropriate and apply in problem situations. Select and use appropriate operations addition, subtraction, multiplication, division, and positive integer exponents to solve problems with rational numbers (including negatives). MCAS Mathematics Performance Indicator Form 7A 13

14 Patterns, Relations, and Algebra Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.P.1 7.P.2 7.P.3 7.P.4 7.P.5 7.P.6 Geometry Strand Extend, represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic expressions. Include arithmetic and geometric progressions, e.g., compounding. Evaluate simple algebraic expressions for given variable values, e.g., 3a 2 b for a 3 and b 7. Create and use symbolic expressions for linear relationships and relate them to verbal, tabular, and graphical representations. Solve linear equations using tables, graphs, models, and algebraic methods. Identify, describe, and analyze linear relationships between two variables. Compare positive rate of change, e.g., y 3x 1, to negative rate of change, e.g., y 3x 1. Use linear equations to model and analyze problems involving proportional relationships. Use technology as appropriate. Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.G.1 7.G.2 7.G.3 7.G.4 7.G.5 7.G.6 7.G.7 Analyze, apply, and explain the relationship between the number of sides and the sums of the interior angle measures of polygons. Classify figures in terms of congruence and similarity, and apply these relationships to the solution of problems. Demonstrate an understanding of the relationships of angles formed by intersecting lines cut by a transversal. Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). Use a ruler, protractor, and compass to draw polygons and circles. Predict the results of translations and reflections of figures on unmarked or coordinate planes and draw the transformed figure. Identify three-dimensional figures (e.g., prisms, pyramids) by their physical appearance, distinguishing attributes, and spatial relationships, such as parallel faces. 14 MCAS Mathematics Performance Indicator Form 7A

15 Measurement Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.M.1 7.M.2 5.M.3 Select, convert (within the same system of measurement), and use appropriate units of measurement or scale. Given the formulas, convert from one system of measurement to another. Use technology as appropriate. Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms and cylinders. Use technology as appropriate. Data Analysis, Statistics, and Probability Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.D.1 7.D.2 7.D.3 Select, create, interpret, and utilize the following tabular and graphical representations of data: circle graphs, Venn diagrams, stem-and-leaf plots, tables, and charts. Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data. Use tree diagrams, tables, organized lists, and area models to compute probabilities for simple compound events, e.g., multiple coin tosses or rolls of number cubes. MCAS Mathematics Performance Indicator Form 7A 15

16 Mathematics Reference Sheet Perimeter Formulas Area Formulas Square P 4s Square A s 2 Rectangle Triangle Circle Formulas C 2 r or C d A r 2 Conversions 5,280 feet 1 mile F 9 C 32 5 C 5 (F 32) 9 P 2l 2w or P 2b 2h P a b c Rectangle A lw or A bh 1 Triangle A bh 2 Parallelogram A bh 1 Trapezoid A (b 1 b 2 )h 2 Volume Formulas Rectangular Prism V lwh or V Bh Cube V s 3 Cylinder Surface Area Rectangular Prism V r 2 h SA 2lw 2lh 2wh MCAS Mathematics Grade 7 Continental Press

17 0 0 CUT-OUT TOOLS Protractor Ruler Inches Centimeters Protractor Ruler Inches Centimeters MCAS Mathematics Grade 7 Continental Press

18 CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA Form 7A ISBN K3418-7

19 GRADE 7 MCAS Performance Indicator Form B Teacher s Guide and Answer Key Mathematics Continental Press

20 Contents Introduction to MCAS Mathematics Performance Indicators Using Your Performance Indicator Directions for Administering Session Directions for Administering Session Answer Key Session Session Reproducible Answer Sheet for Sessions 1 and Reproducible Answer Sheet for Sessions 1 and 2, with Answer Key Scoring Rubric for Open-Response Items Reproducible Skill Analysis Chart for Sessions 1 and Massachusetts Mathematics Curriculum Framework, Grade Reproducible Mathematics Reference Sheet Reproducible Cut-Out Tools ISBN K Copyright 2007 The Continental Press, Inc. Excepting the designated reproducible blackline masters, no part of this publication may be reproduced in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. All rights reserved. Printed in the United States of America. CONTINENTAL PRESS Elizabethtown, PA 17022

21 MCAS Mathematics Performance Indicators The MCAS Mathematics Performance Indicator practice tests are designed to help students prepare for the Massachusetts state test in Mathematics. There are two forms of the Performance Indicators available. They are parallel forms that can be administered before instruction and after, or at any time during the school year. The MCAS Finish Line Mathematics Workbook, Grade 7 provides a complete sequence of instruction in the assessed standards of the Massachusetts Mathematics Curriculum Framework. The workbook includes guided practice and independent practice for each mathematics skill in multiple-choice, short-answer, and open-response formats. A list of assessed skills is available at the back of this guide. The MCAS Mathematics Performance Indicators, Grade 7 are divided into two sessions: Session 1 and Session 2. The booklets should be administered simultaneously on a single day. Sessions 1 and 2 contain multiple-choice, short-answer, and open-response questions. Each multiple-choice question has four answer choices, one of which is the correct answer. Students should circle the letter of the best answer. Short-answer questions require students to provide a written response a short statement or a numeric computation, for example. Openresponse questions require a more extensive answer, usually as a written response or by completing a table, chart, or graph. This teacher s guide includes suggestions for using these test preparation materials, directions for administering the Performance Indicator, an answer key, correlations to the Massachusetts Mathematics Curriculum Framework, scoring guidelines and rubrics, a class skill analysis chart for all question types, a reproducible reference sheet, and a reproducible page of cut-out tools. The chart below provides a sample timetable for administering the Grade 7 Performance Indicator. Session 1 15 multiple-choice questions 60 minutes, plus an additional Day 1 5 short-answer questions 10 minutes for preparation 2 open-response questions Session 2 14 multiple-choice questions 60 minutes, plus an additional Day 1 3 open-response questions 10 minutes for preparation MCAS Mathematics Performance Indicator Form 7B 3

22 Session 1 Using Your Performance Indicator Mathematics tests today are usually given in multiple sessions. You will probably want your students to work with the MCAS Mathematics Performance Indicator practice tests in the same way. In addition, schedule review sessions as close as possible to the completion of each part; this will enable you to go over the students answers while the contents are still fresh in their minds. Be sure to consider with the students ways in which their written responses could be improved. Directions for using each booklet begin below. Those that you will read aloud to the class are in boldface type and preceded by the word SAY; those that are not meant to be read aloud are in regular type. The directions that follow instruct the students to write their answers in the test booklets. If you prefer to use a separate answer sheet for the multiple-choice questions, reproduce the answer sheet on page 9 of this guide. Remind students to write their name on the answer sheet. Then instruct them on how to fill in the circles clearly. Like actual tests, the Performance Indicators ask students to use particular mathematical tools, such as rulers, as well as a reference sheet for mathematical formulas. Every student should have his or her own set of these tools and a reference sheet. Blackline masters for making them appear on pages of this guide. Before beginning the practice materials, copy the master for the tools onto heavy cardstock and cut out and distribute a set of tools and an individual storage envelope to each student. These tools are also available in punch-out form from Continental Press. Alternatively, provide students with similar manipulatives and tools to use. At some levels of the MCAS, calculator use is permitted or required. Supply calculators as needed. Allow 60 minutes for this first session. Make sure each student has a Performance Indicator, Form B, two No. 2 pencils, a set of tools, a reference sheet, and an optional answer form, if you are using it. SAY Turn to the inside front cover of the booklet and write your name on the line provided. For Session 1, you will have 60 minutes to answer the 22 questions. Check to be sure students have written their name on the inside front cover of their booklets. Explain to the students that they should read each multiple-choice question and all four answers carefully, before circling the letter of the best answer. Then take the time to answer any questions the students may have. SAY Open your booklets to page 3. Read, or have a volunteer read, the directions. SAY Read the directions and questions on each page carefully. You may use your tools and reference sheet to help you solve any questions on the test. Remember that you have 60 minutes to work on the booklet for Session 1. Continue working until you reach the word Stop on page 12. If you finish early, review your work and just sit quietly until the time is up. Are there any questions? Pause to answer any questions. 4 MCAS Mathematics Performance Indicator Form 7B

23 SAY I am now writing the time on the chalkboard. Turn to page 4 and begin. Check to be sure students have begun working on the booklet correctly. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 1. If you finish page 12 before the time is up, be sure to go back and check your answers. When time is up, alert the class. SAY Time s up. Please close your booklets. Thank the class for their cooperation. Take a short break and then begin Session 2. Session 2 Allow 60 minutes for Session 2. Check that each student has two No. 2 pencils, his or her test booklet, a reference sheet, and a set of tools, and a calculator. SAY Now you will begin Session 2. Please turn to page 13 and follow along while I read what is on this page. Pause to answer any questions. SAY Read the directions and questions on each page carefully. You may use your tools, reference sheet, and calculator to help you solve any question in this session. Write all of your answers in the booklet. It is important to show all of your work in addition to your final answers. If you see the words Go On at the bottom of the page, keep on reading and answering the questions. Continue working until you see the word Stop. Does anyone have any questions? Address any questions. Remind the students that you are going to make the session seem as much as possible like the real test they will be taking. SAY You have 60 minutes to work on this session. Continue working until you reach the word Stop on page 20. If you finish early, review your work. Then sit quietly until the time is up. I am now writing the time on the chalkboard. Turn to page 14 and begin. Write the time on the chalkboard. After 50 minutes, alert the students to the time left. SAY There are 10 minutes left for you to complete Session 2. If you finish question 39 before the time is up, be sure to go back and check your answers. When the time is up, get ready to collect the booklets. SAY Time s up. Please close your booklets. You have now completed all the sessions of your Performance Indicator. MCAS Mathematics Performance Indicator Form 7B 5

24 Collect the students booklets, making sure each student s name is on the inside front cover. Thank the class for their cooperation. After you check the answers in Sessions 1 and 2 using the answer key on pages 7 8 of this guide, review the responses with students. Continue to work with students to improve all aspects of their mathematical skills. 6 MCAS Mathematics Performance Indicator Form 7B

25 Answer Key Session 1 1. B [7.N.3] 2. C [7.N.5] 3. C [7.N.1] 4. D [7.P.1] 5. B [7.P.2] 6. B [7.P.4] 7. Short-answer [7.N.7] 0.55 kilogram 8. Short-answer [7.G.4] ( 2, 5) 9. Open-response [7.P.5] a. b. x y c. When y 5, x 3. You can tell because the line on the graph contains the point ( 3, 5). 10. D [7.G.3] 11. A [7.G.6] 12. C [7.N.7] 13. A [7.N.9] 14. C [7.N.8] 15. A [7.D.3] 16. D [7.M.1] 17. A [7.N.4] 18. D [7.N.9] y x 19. Short-answer [7.M.1] liter 20. Short-answer [7.D.2] 16 feet 21. Short-answer [7.P.1] Open-response [7.D.1] a. Basketball Team Scores b. The range is 29. The maximum score was 65 and the minimum score was 36, so the range is c. The median is 45, because it s the middle score. Seven of the scores are less than 45, and seven are greater than 45. Session B [7.G.1] 24. B [7.N.2] 25. C [7.P.3] 26. C [7.G.2] 27. C [7.D.2] Key 3 6 represents Open-response [7.N.1] a.,, Roberto s height is of his father s height. 70 Dividing the numerator and denominator by 6 10 gives the fraction in lowest terms: Mike s height is of his father s height. 72 Dividing the numerator and denominator by 8 8 gives the fraction in lowest terms: Caleb s height is of his father s height. 68 Dividing the numerator and denominator by 16 4 gives the fraction in lowest terms:. 17 b , 0.889, about about about c. 85.7%, 88.9%, 94.1% Moving the decimal points two places to the right gives the percentages: Roberto s height is about 85.7% of his father s height; MCAS Mathematics Performance Indicator Form 7B 7

26 Mike s height is about 88.9% of his father s height; Caleb s height is about 94.1% of his father s height. 29. Open-response [7.G.6] a. K y J L b. Point J is at (2, 2). Translating 7 units to the left meant subtracting 7 from the x-coordinate, and translating 5 units up meant adding 5 to the y-coordinate. So point J had to be at ( 5, 3). c. (a 7, b 5) 30. A [7.P.5] J K L x 31. D [7.P.3] 32. B [7.P.6] 33. B [7.G.2] 34. A [7.N.6] 35. B [7.G.7] 36. B [7.M.2] 37. D [7.M.3] 38. C [7.D.1] 39. Open-response [7.M.3] a. 24 square inches The area of a triangle is one-half the base times the height. The base is 8 inches, and the height is 6 inches, so the area is square inches. b square inches The area of a circle is given by the formula A r 2, and the radius is half the diameter, or 5 inches. So the area is approximately square inches. c. 30.6% The area of ABC is 24 square inches, and the area of the circle is about 78.5 square inches. So ABC covers about % of the circle s area. 8 MCAS Mathematics Performance Indicator Form 7B

27 Name Session 1 Answer Sheet 11 a b c d 12 a b c d 12 a b c d 13 a b c d 13 a b c d 14 a b c d 14 a b c d 15 a b c d 15 a b c d 16 a b c d 16 a b c d 17 a b c d 17 a b c d 18 a b c d 18 a b c d 19 a b c d 19 a b c d 20 a b c d 10 a b c d 21 a b c d 11 a b c d 22 a b c d Session 2 Answer Sheet 23 a b c d 32 a b c d 24 a b c d 33 a b c d 25 a b c d 34 a b c d 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 7B

28 Session 1 Answer Sheet, Answer Key 11 a b c d 12 a b c d 12 a b c d 13 a b c d 13 a b c d 14 a b c d 14 a b c d 15 a b c d 15 a b c d 16 a b c d 16 a b c d 17 a b c d 17 a b c d 18 a b c d 18 a b c d 19 a b c d 19 a b c d 20 a b c d 10 a b c d 21 a b c d 11 a b c d 22 a b c d Session 2 Answer Sheet, Answer Key 23 a b c d 32 a b c d 24 a b c d 33 a b c d 25 a b c d 34 a b c d 26 a b c d 35 a b c d 27 a b c d 36 a b c d 28 a b c d 37 a b c d 29 a b c d 38 a b c d 30 a b c d 39 a b c d 31 a b c d Copyright 2007 The Continental Press, Inc. MCAS Mathematics Performance Indicator Duplication Permitted. Form 7B

29 MCAS Mathematics Rubric for Open-Response Items Rubrics for the MCAS mathematics items are specific to the individual items. The following rubric provides general guidelines for evaluating the open-response items in the MCAS Mathematics Performance Indicator practice tests. In reviewing student work, tailor the rubric to the learning standard covered in the item. Score Description 4 The student response demonstrates an exemplary understanding of the concepts involved in the specific learning standard. 3 The student response demonstrates a good understanding of the concepts involved in the specific learning standard. Although there is significant evidence that the student is able to recognize and apply the concepts involved, some aspect of the response is flawed. As a result, the response merits 3 points. 2 The student response demonstrates a fair understanding of the concepts involved in the specific learning standard. While some aspects of the task are completed correctly, others are not. The mixed evidence provided by the student merits 2 points. 1 The student response demonstrates only a minimal understanding of the concepts involved in the specific learning standard. 0 The student response contains insufficient evidence of an understanding of the concepts involved in the specific learning standard to merit any points. MCAS Mathematics Performance Indicator Form 7B 11

30 MCAS Mathematics Performance Indicator Copyright 2007 The Continental Press, Inc. Class Profile Student Name Skill Analysis for Form 7B Sessions 1 and 2 Number Sense and Operations #1, 2, 3, 7, 12, 13, 14, 17, 18, 24, 28*, points possible Patterns, Relations, and Algebra #4, 5, 6, 9*, 21, 25, 30, 31, points possible Geometry #8, 10, 11, 23, 26, 29*, 33, points possible Measurement #16, 19, 36, 37, 39* 8 points possible Data Analysis, Statistics, and Probability #15, 20, 22*, 27, 38 8 points possible TOTAL SCORE 54 points possible *Open-response items are worth up to 4 points each.

31 Massachusetts Mathematics Curriculum Framework, Grade 7 Number Sense and Operations Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.N.1 7.N.2 7.N.3 Compare, order, estimate, and translate among integers, fractions, and mixed numbers (i.e., rational numbers), decimals, and percents. Use ratios and proportions in the solution of problems involving unit rates, scale drawings, and readings of maps. Represent numbers in scientific notation (positive powers of ten only) and use that notation in problem situations. 7.N.4 Demonstrate an understanding of absolute value N.5 Apply the rules of positive integer exponents to the solution of problems. Extend the Order of Operations to include positive integer exponents. 7.N.6 7.N.7 7.N.8 7.N.9 Use the inverse relationships of addition and subtraction, and of multiplication and division, to simplify computations and solve 1 problems, e.g., multiplying by or 0.5 is the same as dividing 2 by 2. Estimate and compute with fractions (including simplification of fractions), integers, decimals, and percents (including those greater than 100 and less than 1). Determine when an estimate rather than an exact answer is appropriate and apply in problem situations. Select and use appropriate operations addition, subtraction, multiplication, division, and positive integer exponents to solve problems with rational numbers (including negatives). MCAS Mathematics Performance Indicator Form 7B 13

32 Patterns, Relations, and Algebra Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.P.1 7.P.2 7.P.3 7.P.4 7.P.5 7.P.6 Geometry Strand Extend, represent, analyze, and generalize a variety of patterns with tables, graphs, words, and, when possible, symbolic expressions. Include arithmetic and geometric progressions, e.g., compounding. Evaluate simple algebraic expressions for given variable values, e.g., 3a 2 b for a 3 and b 7. Create and use symbolic expressions for linear relationships and relate them to verbal, tabular, and graphical representations. Solve linear equations using tables, graphs, models, and algebraic methods. Identify, describe, and analyze linear relationships between two variables. Compare positive rate of change, e.g., y 3x 1, to negative rate of change, e.g., y 3x 1. Use linear equations to model and analyze problems involving proportional relationships. Use technology as appropriate. Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.G.1 7.G.2 7.G.3 7.G.4 7.G.5 7.G.6 7.G.7 Analyze, apply, and explain the relationship between the number of sides and the sums of the interior angle measures of polygons. Classify figures in terms of congruence and similarity, and apply these relationships to the solution of problems. Demonstrate an understanding of the relationships of angles formed by intersecting lines cut by a transversal. Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). Use a ruler, protractor, and compass to draw polygons and circles. Predict the results of translations and reflections of figures on unmarked or coordinate planes and draw the transformed figure. Identify three-dimensional figures (e.g., prisms, pyramids) by their physical appearance, distinguishing attributes, and spatial relationships, such as parallel faces. 14 MCAS Mathematics Performance Indicator Form 7B

33 Measurement Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.M.1 7.M.2 7.M.3 Select, convert (within the same system of measurement), and use appropriate units of measurement or scale. Given the formulas, convert from one system of measurement to another. Use technology as appropriate. Demonstrate an understanding of the concepts and apply formulas and procedures for determining measures, including those of area and perimeter/circumference of parallelograms, trapezoids, and circles. Given the formulas, determine the surface area and volume of rectangular prisms and cylinders. Use technology as appropriate. Data Analysis, Statistics, and Probability Strand Students engage in problem solving, communicating, reasoning, connecting, and representing as they: 7.D.1 7.D.2 7.D.3 Select, create, interpret, and utilize the following tabular and graphical representations of data: circle graphs, Venn diagrams, stem-and-leaf plots, tables, and charts. Find, describe, and interpret appropriate measures of central tendency (mean, median, and mode) and spread (range) that represent a set of data. Use these notions to compare different sets of data. Use tree diagrams, tables, organized lists, and area models to compute probabilities for simple compound events, e.g., multiple coin tosses or rolls of number cubes. MCAS Mathematics Performance Indicator Form 7B 15

34 Mathematics Reference Sheet Perimeter Formulas Area Formulas Square P 4s Square A s 2 Rectangle Triangle Circle Formulas C 2 r or C d A r 2 Conversions 5,280 feet 1 mile F 9 C 32 5 C 5 (F 32) 9 P 2l 2w or P 2b 2h P a b c Rectangle A lw or A bh 1 Triangle A bh 2 Parallelogram A bh 1 Trapezoid A (b 1 b 2 )h 2 Volume Formulas Rectangular Prism V lwh or V Bh Cube V s 3 Cylinder Surface Area Rectangular Prism V r 2 h SA 2lw 2lh 2wh MCAS Mathematics Grade 7 Continental Press

35 0 0 CUT-OUT TOOLS Protractor Ruler Inches Centimeters Protractor Ruler Inches Centimeters MCAS Mathematics Grade 7 Continental Press

36 CONTINENTAL PRESS 520 E. Bainbridge Street Elizabethtown, PA Form 7B ISBN K3419-5