PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 4 MATHEMATICS

Ohio s State Tests PRACTICE TEST ANSWER KEY & SCORING GUIDELINES GRADE 4 MATHEMATICS

Table of Contents Questions 1 24: Content Summary and Answer Key... iii Question 1: Question and Scoring Guidelines... 1 Question 1: Sample Responses... 5 Question 2: Question and Scoring Guidelines... 11 Question 2: Sample Response... 13 Question 3: Question and Scoring Guidelines... 15 Question 3: Sample Responses... 19 Question 4: Question and Scoring Guidelines... 27 Question 4: Sample Responses... 31 Question 5: Question and Scoring Guidelines... 37 Question 5: Sample Responses... 41 Question 6: Question and Scoring Guidelines... 45 Question 6: Sample Responses... 49 Question 7: Question and Scoring Guidelines... 55 Question 7: Sample Responses... 59 Question 8: Question and Scoring Guidelines... 65 Question 8: Sample Response... 67 Question 9: Question and Scoring Guidelines... 69 Question 9: Sample Responses... 73 Question 10: Question and Scoring Guidelines... 87 Question 10: Sample Responses... 91 Question 11: Question and Scoring Guidelines... 101 Question 11: Sample Responses... 105 Question 12: Question and Scoring Guidelines... 111 Question 12: Sample Responses... 115 Question 13: Question and Scoring Guidelines... 123 Question 13: Sample Responses... 127 Question 14: Question and Scoring Guidelines... 135 Question 14: Sample Responses... 139 i

Question 15: Question and Scoring Guidelines... 145 Question 15: Sample Response... 147 Question 16: Question and Scoring Guidelines... 149 Question 16: Sample Responses... 153 Question 17: Question and Scoring Guidelines... 159 Question 17: Sample Responses... 161 Question 18: Question and Scoring Guidelines... 167 Question 18: Sample Response... 169 Question 19: Question and Scoring Guidelines... 171 Question 19: Sample Responses... 175 Question 20: Question and Scoring Guidelines... 181 Question 20: Sample Responses... 185 Question 21: Question and Scoring Guidelines... 189 Question 21: Sample Responses... 191 Question 22: Question and Scoring Guidelines... 197 Question 22: Sample Responses... 201 Question 23: Question and Scoring Guidelines... 205 Question 23: Sample Responses... 207 Question 24: Question and Scoring Guidelines... 213 Question 24: Sample Responses... 215 ii

Grade 4 Math Practice Test Content Summary and Answer Key Question No. 1 2 Item Type Equation Item Multiple Choice Content Cluster Use the four operations with whole numbers to solve problems. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4.OA.2) Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4.G.1) Answer Key Points --- 1 point B 1 point 3 Table Item Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),... (4.MD.1) --- 2 points 4 Equation Item Generalize place value understanding for multi-digit whole numbers. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. (4.NBT.1) --- 1 point iii

Grade 4 Math Practice Test Content Summary and Answer Key Question No. 5 6 7 Item Type Graphic Response Graphic Response Equation Item Content Cluster Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Extend understanding of fraction equivalence and ordering. Use the four operations with whole numbers to solve problems. Content Standard Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4.G.3) Explain why a fraction a b is equivalent to a fraction (n a) (n b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (4.NF.1) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4.OA.1) Answer Key Points --- 1 point --- 1 point --- 1 point 8 Multi- Select Item Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. b. Understand a multiple of a b as a multiple of 1, and use this b understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 ( 2 ) as 6 5 (1), 5 recognizing this product as 6 5. (In general, n ( a (n a) ) =.) (4.NF.4b) b b B, D, F 1 point iv

Grade 4 Math Practice Test Content Summary and Answer Key Question No. Item Type Content Cluster Content Standard Answer Key Points 9 Equation Item Geometric measurement: understand concepts of angle and measure angles. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. (4.MD.7) --- 2 points 10 Equation Item Use place value understanding and properties of operations to perform multi-digit arithmetic. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4.NBT.5) --- 1 point 11 Equation Item Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a b with a > 1 as a sum of fractions 1 b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. (4.NF.3c) --- 1 point v

Grade 4 Math Practice Test Content Summary and Answer Key Question No. Item Type Content Cluster Content Standard Answer Key Points 12 Short Response Use the four operations with whole numbers to solve problems. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4.OA.3) --- 1 point 13 14 Graphic Response Graphic Response Extend understanding of fraction equivalence and ordering. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1. Recognize that comparisons 2 are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (4.NF.2) Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4.G.3) --- 2 points --- 1 point vi

Grade 4 Math Practice Test Content Summary and Answer Key Question No. 15 16 17 18 Item Type Multiple Choice Equation Item Equation Item Multi- Select Item Content Cluster Generate and analyze patterns. Understand decimal notation for fractions, and compare decimal fractions. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. (4.OA.5) Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3 10 and add 3 + 4 = 34. (4.NF.5) 10 100 100 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. (4.MD.2) as 30 100, Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (4.G.2) Answer Key C Points 1 point --- 1 point --- 1 point C, F 1 point vii

Grade 4 Math Practice Test Content Summary and Answer Key Question No. Item Type Content Cluster Content Standard Answer Key Points 19 Equation Item Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (4.NF.7) --- 1 point 20 Graphic Response Geometric measurement: understand concepts of angle and measure angles. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. (4.MD.6) --- 1 point 21 Equation Item Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place. (4.NBT.3) --- 1 point 22 Graphic Response Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4.G.1) --- 1 point viii

Grade 4 Math Practice Test Content Summary and Answer Key Question No. Item Type Content Cluster Content Standard Answer Key Points 23 Editing Task Choice Item Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1 2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (4.NF.2) --- 1 point 24 Hot Text Item Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of the metric measurement units within one system of units. Metric units include kilometer, meter, centimeter, and millimeter; kilogram and gram; and liter and milliliter. Express a larger measurement unit in terms of a smaller unit. Record measurement conversions in a two-column table. For example, express the length of a 4-meter rope in centimeters. Because 1 meter is 100 times as long as a 1 centimeter, a two-column table of meters and centimeters includes the number pairs 1 and 100, 2 and 200, 3 and 300,... (4.MD.1) --- 1 point ii

Grade 4 Math Practice Test Question 1 Question and Scoring Guidelines 1

Question 1 15664 20512 Points Possible: 1 Content Cluster: Use the four operations with whole numbers to solve problems. Content Standard: Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. (4.OA.2) 2

Scoring Guidelines Exemplar Response 45 Other Correct Responses Any equivalent value For this item, a full-credit response includes: The correct value (1 point). 3

Grade 4 Math Practice Test Question 1 Sample Responses 5

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified the number of stickers Kiara has. The student may have used repeated addition or multiplication. 15.0 + 15.0 + 15.0 = 45.0 3 15.0 = 45.0 While decimals are introduced in the standards in grade 4, students are not expected to be able to perform calculations using the four operations until grade 5. A student can earn credit in grade 4 by identifying an equivalent value to a correct response. 7

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of stickers Kiara has. The student may have misread the number of stickers Jayla has as 5 and used the incorrect number when he/she multiplied. 3 5 = 15 8

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of stickers Kiara has. The student may have thought Jayla s 15 stickers were 3 times the number of stickers Kiara has and incorrectly set up the multiplication problem. 3 = 15 15 3 = 15 3 = 5 9

Grade 4 Math Practice Test Question 2 Question and Scoring Guidelines 11

Question 2 16301 Points Possible: 1 Content Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. (4.G.1) 12

Scoring Guidelines Rationale for Option A: This is incorrect. The student may have thought that a line segment is an exact location in space. Rationale for Option B: Key The student identified that a line segment is part of a line with two endpoints. Rationale for Option C: This is incorrect. The student may have thought that a line segment is a line with one endpoint that continues indefinitely in the other direction. Rationale for Option D: This is incorrect. The student may have thought that a line segment is a straight path of points that has no endpoints. Sample Response: 1 point 13

Grade 4 Math Practice Test Question 3 Question and Scoring Guidelines 15

Question 3 15666 20512 Points Possible: 2 Content Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Content Standard: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),... (4.MD.1) 16

Scoring Guidelines Exemplar Response Other Correct Responses Any equivalent value For this item, a full-credit response includes: The correct number of cups of orange juice (1 point); AND The correct number of cups of pineapple juice (1 point). 17

Grade 4 Math Practice Test Question 3 Sample Responses 19

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because the student correctly identified the number of cups of orange juice and pineapple juice Sara needs for the picnic. The student may have used a two-column table to convert from larger to smaller units of measurement. Orange Juice 1.0 pint = 2.0 cups 2.0 pints = 4.0 cups 3.0 pints = 6.0 cups 4.0 pints = 8.0 cups 5.0 pints = 10.0 cups Pineapple Juice 1.0 quart = 2.0 pints 2.0 quarts = 4.0 pints Pineapple Juice 1.0 pint = 2.0 cups 2.0 pints = 4.0 cups 3.0 pints = 6.0 cups 4.0 pints = 8.0 cups 6.0 pints = 12.0 cups While decimals are introduced in the standards in grade 4, students are not expected to be able to perform calculations using the four operations until grade 5. A student can earn credit in grade 4 by identifying an equivalent value to a correct response. 21

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the student correctly identified the number of cups of pineapple juice but did not correctly identify the number of cups of orange juice Sara needs for the picnic. The student may have used a two-column table to convert between units of measurement but incorrectly converted from larger to smaller units of orange juice. Orange Juice 1 cup 2 pints 2 cups 4 pints 3 cups 6 pints Pineapple Juice 1 quart = 2 pints 2 quarts = 4 pints Pineapple Juice 1 pint = 2 cups 2 pints = 4 cups 3 pints = 6 cups 3 cups 6 pints 4 pints = 8 cups 22

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the student correctly identified the number of cups of orange juice but did not correctly identify the number of cups of pineapple juice Sara needs for the picnic. The student may have used a two-column table to convert between units of measurement but incorrectly converted from larger to smaller units of pineapple juice. Orange Juice 1 pint = 2 cups 2 pints = 4 cups 3 pints = 6 cups 4 pints = 8 cups 5 pints = 10 cups Pineapple Juice 1 quart = 2 pints 2 quarts = 4 pints 2 quarts 4 cups 6 pints = 12 cups 23

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of cups of orange juice and pineapple juice Sara needs for the picnic. The student may have used a two-column table to convert between units of measurement but incorrectly converted from larger to smaller units. Orange Juice Pineapple Juice 1 pint 0.25 cup 1 quart = 0.25 gallons 2 pints 0.5 cup 2 quarts = 0.5 gallons 3 pints 0.75 cup 3 quarts = 0.75 gallons 4 pints 1.0 cup 4 quarts = 1.0 gallon 5 pints 1.25 cups 6 pints 1.5 cups 2 quarts 0.5 cups 6 pints 1.5 cups 24

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of cups of orange juice and pineapple juice Sara needs for the picnic. The student may have used a two-column table to convert between units of measurement but incorrectly converted from larger to smaller units. Orange Juice Pineapple Juice 1 gallon = 4 quarts 1 quart = 2 pints 2 gallons = 8 quarts 2 quarts = 4 pints 3 gallons = 12 quarts 4 gallons = 16 quarts 2 quarts 4 cups 5 gallons = 20 quarts 6 gallons = 24 quarts 6 pints 24 cups 25

Grade 4 Math Practice Test Question 4 Question and Scoring Guidelines 27

Question 4 16304 20512 Points Possible: 1 Content Cluster: Generalize place value understanding for multi-digit whole numbers. Content Standard: Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. (4.NBT.1) 28

Scoring Guidelines Exemplar Response 3,695 Other Correct Responses Any whole number between 1,000 and 10,000 where one digit is 6, and the 6 is in the hundreds place For this item, a full-credit response includes: A correct value (1 point). 29

Grade 4 Math Practice Test Question 4 Sample Responses 31

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a number Camilla could have written. 32

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a number Camilla could have written. 33

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify a number Camilla could have written. The student may have thought that there could be more than one 6 in the number. 34

Grade 4 Math Practice Test Question 5 Question and Scoring Guidelines 37

Question 5 16299 20512 Points Possible: 1 Content Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4.G.3) 38

Scoring Guidelines Exemplar Response Other Correct Responses Any two lines of symmetry correctly drawn on the figure For this item, a full-credit response includes: Two correct lines of symmetry (1 point). 39

Grade 4 Math Practice Test Question 5 Sample Responses 41

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified two lines of symmetry on the figure. The student may have recognized the figure as a rotated octagon. The student may have found the lines of symmetry in an octagon without any rotation and then transferred the lines of symmetry onto the octagon with a rotation. Octagon Without a Rotation Octagon With a Rotation 42

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student only identified one correct line of symmetry on the figure. The student did not identify a second line of symmetry. 43

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify two lines of symmetry on the figure. The student may have thought that any two lines drawn on the figure would be symmetrical. 44

Grade 4 Math Practice Test Question 6 Question and Scoring Guidelines 45

Question 6 16294 20512 Points Possible: 1 Content Cluster: Extend understanding of fraction equivalence and ordering. Content Standard: Explain why a fraction a is equivalent to a fraction b (n a) by using visual fraction models, with attention to how the (n b) number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. (4.NF.1) 46

Scoring Guidelines Exemplar Response Other Correct Responses Any equivalent model For this item, a full-credit response includes: A correct model (1 point). 47

Grade 4 Math Practice Test Question 6 Sample Responses 49

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly shaded a fraction model that represents a fraction equivalent to 10. 12 The student may have divided 10 12 by 2 2 to find an equivalent fraction to 10 12. 10 = 10 2 = 5 12 12 2 6 The student may have created equivalent fraction models. 10 12 5 6 : While the example shows the lower right tile unshaded, the student could have shaded any 5 out of the 6 tiles. 50

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly shaded a fraction model that represents a fraction equivalent to 10. 12 The student may have divided 10 by 2 10 to find an equivalent fraction to. 12 2 12 10 = 10 2 = 5 12 12 2 6 The student may have created equivalent fraction models. 10 12 : 5 6 : While the example shows the bottom middle tile unshaded, the student could have shaded any 5 out of the 6 tiles. 51

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly shade the fraction model to represent a fraction equivalent to 10 12. The student may have thought that the fraction model shown represented a portion of a whole model of 12 12 instead of a whole model of 6. The student may have 6 labeled all 6 squares or 6 of an incomplete model 12 because he/she thought there was another part of the model not being shown. 52

Grade 4 Math Practice Test Question 7 Question and Scoring Guidelines 55

Question 7 16290 20512 Points Possible: 1 Content Cluster: Use the four operations with whole numbers to solve problems. Content Standard: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4.OA.1) 56

Scoring Guidelines Exemplar Response 1160 = 8 d Other Correct Responses Any equivalent multiplication equation For this item, a full-credit response includes: A correct equation (1 point). 57

Grade 4 Math Practice Test Question 7 Sample Responses 59

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student created a correct multiplication equation that can be used to find out how many donations the school collected last year. 60

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not provide a multiplication equation that can be used to find out how many donations the school collected last year. The student may have thought that he/she was supposed to solve for the unknown value instead of to provide the multiplication equation. 8 = 1160 1160 8 = 1160 8 = 145 62

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not provide a multiplication equation that can be used to find out how many donations the school collected last year. The student may have thought that he/she was supposed to set up a division equation to find out how many donations the school collected last year. 63

Grade 4 Math Practice Test Question 8 Question and Scoring Guidelines 65

Question 8 15665 Points Possible: 1 Content Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Content Standard: Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. b. Understand a multiple of a as a multiple of 1, and use this b b understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 ( 2 ) as 6 5 (1), 5 recognizing this product as 6. (In general, n 5 (a (n a) ) =.) (4.NF.4b) b b 66

Scoring Guidelines Rationale for First Option: This is incorrect. The student may have thought that both the numerator and the denominator should be multiplied by the whole number. Rationale for Second Option: Key The student correctly identified an expression with the given product. Rationale for Third Option: This is incorrect. The student may have thought that the expression in the numerator represented addition instead of multiplication. Rationale for Fourth Option: Key The student correctly identified an expression with the given product. Rationale for Fifth Option: This is incorrect. The student may have thought that both the numerator and the denominator should be multiplied by the whole number. Rationale for Sixth Option: Key The student correctly identified an expression with the given product. Sample Response: 1 point 67

Grade 4 Math Practice Test Question 9 Question and Scoring Guidelines 69

Question 9 16297 20512 Points Possible: 2 Content Cluster: Geometric measurement: understand concepts of angle and measure angles. Content Standard: Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. (4.MD.7) 70

Scoring Guidelines Exemplar Response A. 155 degrees B. 25 degrees Other Correct Responses Any equivalent values Partial credit is given for a correct Part B based on an incorrect Part A, i.e. Part B = 180 (Part A) For this item, a full-credit response includes: One correct value (1 point); AND Another correct value (1 point). 71

Grade 4 Math Practice Test Question 9 Sample Responses 73

Sample Response: 2 points 74

Notes on Scoring This response earns full credit (2 points) because the student correctly identified the sum of QRT and URS and the measure of TRU. The student may have found the sum of QRT and URS using addition. QRT = 20 and URS = 135 20 + 135 = 155 The student may have used mathematical reasoning about lines to figure out the measure of QRS and then set up a multi-step equation to find the measure of TRU. A line is 180. The first sentence states, QRS is a line; therefore, the measure of QRS = 180. QRS = 180 ; QRT = 20 ; URS = 135 ; TRU = 20 + + 135 = 180 20 + 135 + = 180 e 155 + = 180 = 180 155 = 25 Measure of TRU = 25 75

Sample Response: 1 point 76

Notes on Scoring This response earns partial credit (1 point) because the student correctly identified the sum of QRT and URS but not the measure of TRU. The student may have found the sum of QRT and URS using addition. QRT = 20 and URS = 135 20 + 135 = 155 The student may have used incorrect reasoning to determine that the measure of QRS was equal to the measure of TRU. A line is 180. The first sentence states, QRS is a line; therefore, the measure of QRS = 180. QRS TRU 180 = 180 = 180 Measure of TRU 180 77

Sample Response: 1 point 78

Notes on Scoring This response earns partial credit (1 point) because the student did not correctly identify the sum of QRT and URS but correctly identified the measure of TRU. The student may have used mathematical reasoning about lines to figure out the measure of QRS but used incorrect reasoning to determine that the measure of QRS was equal to the sum of QRT and URS. A line is 180. The first sentence states, QRS is a line; therefore, the measure of QRS = 180. QRS QRT + URS 180 = 180 = 180 QRT + URS 180 The student may have used mathematical reasoning about lines to figure out the measure of QRS and then set up a multi-step equation to find the measure of TRU. QRS = 180 ; QRT = 20 ; URS = 135 ; TRU = 20 + + 135 = 180 20 + 135 + = 180 155 + = 180 = 180 155 = 25 Measure of TRU = 25 79

Sample Response: 1 point 80

Notes on Scoring This response earns partial credit (1 point) because the student did not correctly identify the sum of QRT and URS but correctly identified the measure of TRU based on the error carried through from Part A. The student may have found the incorrect sum of QRT and URS using addition. QRT 10 and URS = 135 10 + 135 = 145 QRT + URS 145 The student may have used mathematical reasoning about lines to figure out the measure of QRS and then set up a multi-step equation to find the measure of TRU, using a value based on an error carried through from Part A. QRS = 180 ; QRT 10 ; URS = 135 ; TRU = 10 + + 135 = 180 10 + 135 + = 180 145 + = 180 = 180 145 = 35 Measure of TRU = 35 81

Sample Response: 0 points 82

Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the sum of QRT and URS and did not correctly identify the measure of TRU. The student may have used mathematical reasoning about lines to figure out the measure of QRS but used incorrect reasoning to determine that the measure of QRS was equal to the sum of QRT and URS. A line is 180. The first sentence states, QRS is a line; therefore, the measure of QRS = 180. QRS = 180 and QRT + URS = QRS = QRT + URS 180 = 180 = 180 Sum of QRT + URS = 180 The student may have used addition to find the sum of QRT and URS and incorrectly identified the sum of QRT and URS as equal to the measure of TRU. QRT = 20 ; URS = 135 ; TRU = QRT + URS = TRU 20 + 135 = 155 = 155 = TRU Measure of TRU 155 83

Sample Response: 0 points 84

Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the sum of QRT and URS and did not correctly identify the measure of TRU. The student may have subtracted QRT from URS, instead of finding the sum. QRT = 20 and URS = 135 135 20 = 115 The student may have used mathematical reasoning about lines to figure out the measure of QRS and then set up an incorrect addition equation to find the measure of TRU, omitting the measure of QRT. A line is 180. The first sentence states, QRS is a line; therefore, the measure of QRS = 180. QRS = 180 ; URS = 135 ; TRU = URS + TRU = QRS 135 + = 180 135 + = 180 135 135 + = 45 Measure of TRU 45 85

Grade 4 Math Practice Test Question 10 Question and Scoring Guidelines 87

Question 10 16442 20512 Points Possible: 1 Content Cluster: Use place value understanding and properties of operations to perform multi-digit arithmetic. Content Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (4.NBT.5) 88

Scoring Guidelines Exemplar Response 625 Other Correct Responses Any equivalent value For this item, a full-credit response includes: A correct value (1 point). 89

Grade 4 Math Practice Test Question 10 Sample Responses 91

Sample Response: 1 point 92

Notes on Scoring This response earns full credit (1 point) because the student correctly identified the product represented by the model. The student may have solved the problem by using the area model to find partial products and then found the sum of the partial products. 5 20 20 5 100 20 20 400 5 5 25 20 5 100 20 5 400 100 100 + 25 625 25 25 625 93

Sample Response: 1 point 94

Notes on Scoring This response earns full credit (1 point) because the student correctly identified the product represented by the model. The student may have solved the problem by finding partial products and the sum of the partial products without using the area model. 25.0 = (20 + 5) 25.0 = (20 + 5) 25.0 = 5.0 5.0 100.0 = 5.0 20.0 100.0 = 20.0 5.0 400.0 = 20.0 20.0 400.0 100.0 100.0 + 25.0 625.0 25.0 25.0 = 625.0 While decimals are introduced in the standards in grade 4, students are not expected to be able to perform calculations using the four operations until grade 5. A student can earn credit in grade 4 by identifying an equivalent value to a correct response. 95

Sample Response: 0 points 96

Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the product represented by the model. The student may have solved the problem by using the area model to find partial products but omitted two of the partial products. 5 20 20 20 400 5 5 25 400 + 25 425 25 25 425 20 5 97

Sample Response: 0 points 98

Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the product represented by the model. The student may have solved the problem by using the area model to find the sum of each rectangle and adding the sums together. 5 20 20 + 5 25 20 + 20 40 5 + 5 10 20 + 5 25 40 25 25 +10 100 25 25 100 20 5 99

Grade 4 Math Practice Test Question 11 Question and Scoring Guidelines 101

Question 11 16296 20512 Points Possible: 1 Content Cluster: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Content Standard: Understand a fraction a with a > 1 as a sum of b fractions 1 b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. (4.NF.3c) 102

Scoring Guidelines Exemplar Response 1 1 cups 3 Other Correct Responses Any equivalent fraction For this item, a full-credit response includes: A correct fraction (1 point). 103

Grade 4 Math Practice Test Question 11 Sample Responses 105

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified the number of cups Theresa has left. The student may have converted the mixed numbers into improper fractions and solved the problem using subtraction. 2 2 3 = 8 3 and 11 3 = 4 3 8 3 4 3 = 4 3 While it may be convenient for students to place fractions in simplest form to help with problem solving, students are not required to place fractions in simplest form. A student can earn credit by identifying an equivalent value to a correct response. 107

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of cups Theresa has left. The student may have solved the problem by subtracting incorrectly. 2 2 3 11 3 11 0 108

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the number of cups Theresa has left. The student may have converted the mixed numbers to improper fractions, and then solved the problem by subtracting incorrectly. 2 2 3 = 8 3 and 11 3 = 4 3 8 3 4 3 4 0 109

Grade 4 Math Practice Test Question 12 Question and Scoring Guidelines 111

Question 12 16300 20512 Points Possible: 1 Content Cluster: Use the four operations with whole numbers to solve problems. Content Standard: Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. (4.OA.3) 112

Scoring Guidelines Correct Responses For example, the response may include: 5 pans. I divided 36 by 8 and got 4 with a remainder of 4. So she can make 4 whole pans of banana bread and part of another pan to make all 36 loaves. 5 pans. 36 8 = 4 R 4, so Corinna needs to use 5 pans. Score Point Description 1 point The focus of this item is to divide 36 by 8 and interpret the remainder in the context of the word problem. The response determines how many pans are needed to make 36 loaves of banana bread with supporting work or an explanation. 0 points The response does not meet the criteria required to earn one point. The response indicates inadequate or no understanding of the task and/or the idea or concept needed to answer the item. It may only repeat information given in the test item. The response may provide an incorrect solution/response and the provided supportive information may be irrelevant to the item, or possibly, no other information is shown. The student may have written on a different topic or written, I don t know. 113

Grade 4 Math Practice Test Question 12 Sample Responses 115

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified the least number of pans Corinna could have used and explained his/her thinking. 116

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the least number of pans Corinna could have used. The student may have misunderstood the meaning of the remainder. 119

Grade 4 Math Practice Test Question 13 Question and Scoring Guidelines 123

Question 13 15668 20512 Points Possible: 2 Content Cluster: Extend understanding of fraction equivalence and ordering. Content Standard: Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1. Recognize that comparisons are valid only when 2 the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (4.NF.2) 124

Scoring Guidelines Exemplar Response Other Correct Responses Part B: Any 3 sections in the first model and any 4 sections in the second model can be selected. For this item, a full-credit response includes: A correct comparison (1 point); AND Two correct fraction models (1 point). 125

Grade 4 Math Practice Test Question 13 Sample Responses 127

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because the student correctly identified the symbol to complete the comparison of the two fractions and correctly modeled the comparison from Part A in Part B. While the example in Part B shows the red fraction model on the left with the upper-right piece unshaded, the student could have shaded any 3 out of the 4 pieces. While the example in Part B shows the blue fraction model on the right with the left-middle and the right-middle pieces unshaded, the student could have shaded any 4 out of the 6 pieces. 128

Sample Response: 2 points Notes on Scoring This response earns full credit (2 points) because the student correctly identified the symbol to complete the comparison of the two fractions and correctly modeled the comparison from Part A in Part B. While the example in Part B shows the red fraction model on the left with the lower-left piece unshaded, the student could have shaded any 3 out of the 4 pieces. While the example in Part B shows the blue fraction model on the right with the left-lower and the right-lower pieces unshaded, the student could have shaded any 4 out of the 6 pieces. 129

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the student did not identify the correct symbol to complete the comparison of the two fractions but correctly modeled the fractions from Part A in Part B. The student may have thought 3 < 4 because the 4 6 numerator in 4 is greater than the numerator in 3. 6 4 While the example in Part B shows the red fraction model on the left with the upper-right piece unshaded, the student could have shaded any 3 out of the 4 pieces. While the example in Part B shows the blue fraction model on the right with the left-middle and the right-middle pieces unshaded, the student could have shaded any 4 out of the 6 pieces. 130

Sample Response: 1 point Notes on Scoring This response earns partial credit (1 point) because the student correctly identified the symbol to complete the comparison of the two fractions but incorrectly modeled the comparison from Part A in Part B. The student may have thought the fractions 3 4 and 4 6 represented the unshaded amount of the models. 131

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not identify the correct symbol to complete the comparison of the two fractions and incorrectly modeled the comparison from Part A in Part B. The student may have incorrectly solved the problem by using subtraction to get 1. 2 4 3 1 6 4 2 The student may have created equivalent fractions to 1 and incorrectly 2 compared those equivalent fractions to 1. 2 1 2 = 2 4 and 1 2 = 3 6 4 3 6 4 The student may have incorrectly identified 4 and 3 as fractions 6 4 equivalent to 1, therefore equal to each other. 2 3 1 4 2 and 4 1 6 2 132

Grade 4 Math Practice Test Question 14 Question and Scoring Guidelines 135

Question 14 16509 20512 Points Possible: 1 Content Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. (4.G.3) 136

Scoring Guidelines Exemplar Response Other Correct Responses Any rectangle or rhombus that is not a square The student may draw the lines of symmetry For this item, a full-credit response includes: A correct quadrilateral (1 point). 137

Grade 4 Math Practice Test Question 14 Sample Responses 139

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a quadrilateral with exactly two lines of symmetry. 140

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a quadrilateral with exactly two lines of symmetry. A student can earn credit for a correct response that includes lines of symmetry marked; however, students are not required to include lines of symmetry in their response. 141

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not identify a quadrilateral with exactly two lines of symmetry. The student may have thought that a square has only two lines of symmetry instead of four. Line 1 Line 2 Line 3 Line 4 142

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not identify a quadrilateral with exactly two lines of symmetry. The student created a quadrilateral that has only one line of symmetry. 144

Grade 4 Math Practice Test Question 15 Question and Scoring Guidelines 145

Question 15 16305 Points Possible: 1 Content Cluster: Generate and analyze patterns. Content Standard: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. (4.OA.5) 146

Scoring Guidelines Rationale for Option A: This is incorrect. The student may have thought that the next number in the pattern is 12. Rationale for Option B: This is incorrect. The student may have thought that the next number in the pattern is 13. Rationale for Option C: Key The student identified the next number in the pattern. Rationale for Option D: This is incorrect. The student may have thought that the next number in the pattern is 16. Sample Response: 1 point 147

Grade 4 Math Practice Test Question 16 Question and Scoring Guidelines 149

Question 16 16295 20512 Points Possible: 1 Content Cluster: Understand decimal notation for fractions, and compare decimal fractions. Content Standard: Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3 30 as, and add 3 + 4 = 34. (4.NF.5) 10 100 10 100 100 150

Scoring Guidelines Exemplar Response Other Correct Responses A. Any equivalent values, but must be a sum B. Any equivalent value For this item, a full-credit response includes: A correct expression and a correct value (1 point). 151

Grade 4 Math Practice Test Question 16 Sample Responses 153

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student created a correct addition expression that represented the model and the student found the correct sum of the two fractions. While it may be convenient for students to place fractions in simplest form to help with problem solving, students are not required to place fractions in simplest form. A student can earn credit by identifying an equivalent value to a correct response. 154

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because although the student created a correct addition expression that represented the model, he/she did not provide the correct sum of the two fractions. The student may have been unable to identify equivalent fractions for 12 and 2 in order to add the 100 10 two fractions. 12 100 = 12 100 12 100 + 20 100 = 32 100 and 156 2 = 20 10 100

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because although the student created a correct addition expression that represented the model, he/she found the incorrect sum of the two fractions. The student may have been unable to identify equivalent fractions for 12 before adding the two fractions together. 12 = 12 100 100 100 and 2 10 and 2 = 20 10 100 The student may have added the two fractions without finding common denominators and creating equivalent fractions. 12 + 2 14 100 10 110 157

Grade 4 Math Practice Test Question 17 Question and Scoring Guidelines 159

Question 17 16288 20512 Points Possible: 1 Content Cluster: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Content Standard: Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. (4.MD.2) Scoring Guidelines Exemplar Response 94 inches Other Correct Responses Any equivalent value For this item, a full-credit response includes: The correct value (1 point). 160

Grade 4 Math Practice Test Question 17 Sample Responses 161

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified the height in inches of Charles Austin s jump. The student may have found the correct answer by recognizing 7 feet 10 inches is 2 inches less than 8 feet. The student could have set up a two-column table to find the total number of inches in 8 feet and then subtracted 2 inches to find the total number of inches in 7 feet 10 inches. 1 foot = 12 inches 8 feet = 96 inches 2 feet = 24 inches 96 inches 2 inches = 94 inches 3 feet = 36 inches 4 feet = 48 inches 5 feet = 60 inches 6 feet = 72 inches 7 feet = 84 inches 8 feet = 96 inches 162

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified the height in inches of Charles Austin s jump. The student may have found the correct answer by setting up a twocolumn table to convert 7 feet to inches and then added 10 inches to the total. 1.0 foot = 12.0 inches 7.0 feet + 10.0 inches = 84.0 inches + 10.0 inches 2.0 feet = 24.0 inches 84.0 inches + 10.0 inches = 94.0 inches 3.0 feet = 36.0 inches 4.0 feet = 48.0 inches 5.0 feet = 60.0 inches 6.0 feet = 72.0 inches 7.0 feet = 84.0 inches While decimals are introduced in the standards in grade 4, students are not expected to be able to perform calculations using the four operations until grade 5. A student can earn credit in grade 4 by identifying an equivalent value to a correct response. 163

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the height in inches of Charles Austin s jump. The student may have used an incorrect unit conversion of 1 foot 10 inches when creating a two-column table. 1 foot 10 inches 2 feet 20 inches 3 feet 30 inches 4 feet 40 inches 5 feet 50 inches 6 feet 60 inches 7 feet 70 inches 7 feet 10 inches 70 inches + 10 inches 70 inches + 10 inches = 80 inches 164

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not correctly identify the height in inches of Charles Austin s jump. The student may not have recognized that he/she needed to first convert the 7 feet into inches and then add the 10 inches to find how high, in inches, Charles Austin jumped. 165

Grade 4 Math Practice Test Question 18 Question and Scoring Guidelines 167

Question 18 16298 Points Possible: 1 Content Cluster: Draw and identify lines and angles, and classify shapes by properties of their lines and angles. Content Standard: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. (4.G.2) 168

Scoring Guidelines Rationale for First Option: This is incorrect. The student may have identified that a parallelogram can have right angles, but did not consider that not all parallelograms have right angles. Rationale for Second Option: This is incorrect. The student may have identified that a trapezoid can have a right angle, but did not consider that not all trapezoids have a right angle. Rationale for Third Option: Key The student correctly chose a rectangle, which always has 4 right angles. Rationale for Fourth Option: This is incorrect. The student may have identified the special case of the rhombus when it is a square. Rationale for Fifth Option: This is incorrect. The student may have identified that a right triangle always has a right angle, but did not consider that other types of triangles do not have right angles. Rationale for Sixth Option: Key The student correctly chose a square, which always has 4 right angles. Sample Response: 1 point 169

Grade 4 Math Practice Test Question 19 Question and Scoring Guidelines 171

Question 19 16292 20512 Points Possible: 1 Content Cluster: Understand decimal notation for fractions, and compare decimal fractions. Content Standard: Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (4.NF.7) 172

Scoring Guidelines Exemplar Response 2.1 Other Correct Responses Any value between 2.07 and 2.3, exclusive For this item, a full-credit response includes: A correct value (1 point). 173

Grade 4 Math Practice Test Question 19 Sample Responses 175

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a number that is less than 2.3 and greater than 2.07. 176

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly identified a number that is less than 2.3 and greater than 2.07. While decimals beyond hundredths are not introduced in the standards until grade 5, a student can earn credit at grade 4 by identifying a decimal beyond hundredths that is equivalent to a correct response. 177

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not identify a number that is less than 2.3 and 2.07. The student may have thought that 2.03 is greater than 2.07. 178

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not identify a number that is greater than 2.3 and 2.07. The student may have thought that 2.92 is less than 2.3. 179

Grade 4 Math Practice Test Question 20 Question and Scoring Guidelines 181

Question 20 16293 20512 Points Possible: 1 Content Cluster: Geometric measurement: understand concepts of angle and measure angles. Content Standard: Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. (4.MD.6) 182

Scoring Guidelines Exemplar Response Other Correct Responses The correct angle does not need to be on the protractor in Part A For this item, a full-credit response includes: The correct angle (1 point). 183

Grade 4 Math Practice Test Question 20 Sample Responses 185

Sample Response: 1 point Notes on Scoring This response earns full credit (1 point) because the student correctly selected the letter that matches the angle label for the angle with a measure of 50 degrees. 186

Sample Response: 0 points Notes on Scoring This response earns no credit (0 points) because the student did not select the correct letter that matches the angle label to the angle with a measure of 50 degrees. 187