ISTEP+ Spring 2011 Indiana Statewide Testing for Educational Progress Plus

Transcription

1 ISTEP+ Spring 2011 Indiana Statewide Testing for Educational Progress Plus Mathematics English/Language Arts Science Grade 4 Web Version

2 Use only a Number 2 pencil to respond to the questions in this book. Responses written in pen CANNOT be scored. Acknowledgments: CTB is indebted to the following for permission to use material in this book. Bag a New Hobby, Try This Fancy Footwork on for Size by Kelly Milner Halls from U.S. Kids Magazine s July/August 1998 issue, copyright 1998 by Children s Better Health Institute and Saturday Evening Post Society, Indianapolis, Indiana. Used by permission. All brand and product names found in this publication are the trademarks or registered trademarks of their respective companies and are not associated with the publisher of this publication. Developed and published under contract with State of Indiana Department of Education by CTB/McGraw-Hill LLC, a subsidiary of The McGraw-Hill Companies, Inc., 20 Ryan Ranch Road, Monterey, California Copyright 2011 by State of Indiana Department of Education. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of State of Indiana Department of Education. Printed in U.S.A REL

3 DO NOT MARK ON THIS PAGE

4 DO NOT MARK ON THIS PAGE Page

5 Note: A correct answer cannot receive full credit if no work is shown. Since you may receive partial credit for all problems in this test, it is important to show ALL work in the spaces provided in this book. When you see the words Show All Work, be sure to show all the steps needed to solve the problem make your handwriting clear and easy to read write the answer on the answer line As you complete each problem, remember to READ the problem carefully PLAN how to solve the problem SOLVE the problem showing all steps CHECK your work Page

6 Session 1 Session 1: Mathematics 1 Miguel drew the rectangle below. length width Use words, numbers, or pictures to describe HOW to find the perimeter of the rectangle. Use the terms LENGTH and WIDTH in your answer. The perimeter of the rectangle above is 14 inches. The length is 4 inches. What is the width, in inches, of the rectangle? Page Show All Work Answer inches

7 Session 1 2 Team A and Team B are in a math contest. The scores for the students on each team are shown in the charts below. Team A Team B Name Score Name Score Chris 73 Darla 72 Kent 69 Elsa 71 Reagan 75 Dennis 71 Lexi 70 Micah 76 Nan 80 Paul 69 To find the final score of each team, the highest score and lowest score of each team will NOT be used. What two scores for Team A will NOT be used? Answer and On the lines below, use,,., or 5 to compare the final scores of Team A and Team B. Remember, do NOT use the highest score and the lowest score for EACH team. Show All Work Answer Page

8 Session 1 3 David uses the clock below to find ACUTE, OBTUSE, RIGHT, and STRAIGHT angles. He keeps the minute hand pointing toward the 12 while he moves the hour hand to form different angles Complete the chart below. List acute, obtuse, or right as the type of angle formed by the hands of the clock for the times shown. Then keep the minute hand pointing toward the 12 and list DIFFERENT times that will form acute and right angles. Time Type of Angle 3:00 8:00 11:00 acute Page right

9 Session 1 What time will form a STRAIGHT angle? On the lines below, use words, numbers, or pictures to explain where the hands will be pointing to form a straight angle. Page

10 Session 1 4 Kevin is using wooden rods to make picture frames. The length and width of one picture frame and the length of one wooden rod are shown below. 10 inches 8 inches 48 inches What is the perimeter, in inches, of the picture frame? Show All Work Answer inches Page 10 How many wooden rods does Kevin need if he makes 4 picture frames like the one above? Show All Work Answer rods

11 Session 1 On the lines below, use words, numbers, or pictures to explain if Kevin will need more or fewer rods if he makes 5 picture frames that are squares with side lengths of 8 inches. 8 inches STOP! STOP! STOP! STOP! STOP! Page 11

12 DO NOT MARK ON THIS PAGE Page 12

13 ATTENTION! Do NOT go on until you are told to do so. Page 13

14 Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization. Page 14

15 Session 2 Session 2: English/Language Arts 1 Making Something Read the writing prompt below and complete the writing activity. Most people have made an object with their own hands. The object might have been a picture, a cake, a sandcastle, or anything else. Write about making something with your own hands or watching another person make something. Be sure to include what you or the other person made why you or the other person made it details about how the object was made what was interesting about how it was made clear, strong details to make your writing interesting a beginning, a middle, and an end to your writing Page 15

16 Session 2 Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page. Prewriting/Planning Page 16

17 Session 2 Use the Editing Checklist on page 20. Check your writing for correct grammar, spelling, punctuation, and capitalization. Remember, your writing should be well organized. Page 17

18 Session 2 Page 18

19 Session 2 Page 19

20 Session 2 Now check your writing using this Editing Checklist. Editing Checklist 1 Have you started each sentence with a capital letter? 2 Have you capitalized names of people and places? 3 Have you used correct punctuation? 4 Have you spelled all words correctly? 5 Does the action word (verb) of your sentence agree with the subject? Examples: Tom plays at the park. They play at the park. 6 Have you used the correct form of your action words (verbs)? Examples: Jan plays today. Jan played yesterday. Jan will play tomorrow. 7 Have you written complete sentences? STOP! STOP! STOP! STOP! STOP! Page 20

21 ATTENTION! Do NOT go on until you are told to do so. S11 Secure material Do not reproduce or discuss contents. Page 21

22 Session 3 Session 3: English/Language Arts Whenever you see this picture, you will be doing a writing activity. Your writing will be scored on how clearly you write and how well you get your ideas across. Your writing will not be scored on your personal opinions. Be sure to check your writing for correct grammar, spelling, punctuation, and capitalization. Directions For Session 3, you will read an article called Bag a New Hobby and complete Numbers 1 through 3. You may look back at the article as often as you like. Then you will complete a writing activity. Page 22

23 Bag a new hobby... try this fancy footwork on for size! by Kelly Milner Halls Session 3 Thousands of years ago, people played a ball game with their feet. People from different cultures around the world played the game their own way. Different types of balls and different rules were used. But the object was the same: players would pass the ball back and forth without using their hands. The Chinese played a game where they kicked a feathered ball, says Bruce Guettich, president of the World Footbag Association. Other Asians kicked a ball made of bamboo. Even Native Americans played a similar game. But it wasn t until 1972 that the modern game called footbag came to be. That was the year that John Stalberger met Mike Marshall in Oregon. John was looking for a way to exercise his injured knee, Bruce says. So Mike showed him the sack a piece of cloth cut from the end of a sock, filled with corn, and sewed up tight. Mike showed John how to play. The small 2 1/2-inch sack is kicked from one player s foot to another player. Players can use their bodies but no hands! to move the sack down to the feet for kicking. Two or more people pass the sack back and forth. The object is to keep the sack moving without touching the ground for as many passes as possible. John loved hacking the sack. He and Mike made some changes to the sack during the next few years. Different versions were filled with corn, rice, beans, and even buttons. Finally, they settled on the little plastic pellets 1 that fill footbags today. Then John and Mike had to come up with a name. They decided to call their 2 1/2-inch ball a Hacky Sack. They created official rules and began to introduce this fun fitness hobby to the world. Bruce Guettich and his friend Greg Cortopassi joined the team to help spread the word. 1 pellets: balls Page 23

24 Session 3 1 Explain the rules of modern hacky sack and how people play the game. Support your answer with details from the article. 2 How did John and Mike invent their new fitness hobby? Support your answer with details from the article. Page 24

25 Session 3 3 Describe some different types of footbags that have been used over the years. Support your answer with details from the article. Page 25

26 Session 3 4 Read this story. Then complete the writing activity that follows. Mom s Idea On the way to work each morning, Amy s mom dropped her off at school. It was a short drive, but it saved time for both Amy and her mom. Today was different, though. Mom s car wouldn t start and would have to be taken to a garage. As they got out of the car, Amy wondered aloud how she would get to school. She couldn t be late today because her class was going to the zoo. I have an idea, Mom suggested. Finish the story. Tell what happens to Amy and her mom. Be sure to include details to support your writing. Page 26

27 Session 3 Use the blank Prewriting/Planning space below for notes, lists, webs, outlines, or anything else that might help you plan your writing. If you need additional paper for planning, raise your hand and your teacher will give you more paper. You must write your final draft on the lines beginning at the top of the next page. Prewriting/Planning Page 27

28 Session 3 Use the Editing Checklist on page 29. Check your story for correct grammar, spelling, punctuation, and capitalization. Remember, your story should be well organized. Page 28

29 Session 3 Now check your writing using this Editing Checklist. Editing Checklist 1 Have you started each sentence with a capital letter? 2 Have you capitalized names of people and places? 3 Have you used correct punctuation? 4 Have you spelled all words correctly? 5 Does the action word (verb) of your sentence agree with the subject? Examples: Tom plays at the park. They play at the park. 6 Have you used the correct form of your action words (verbs)? Examples: Jan plays today. Jan played yesterday. Jan will play tomorrow. 7 Have you written complete sentences? STOP! STOP! STOP! STOP! STOP! STOP Page 29

30 DO NOT MARK ON THIS PAGE Page 30 S11 Secure material Do not reproduce or discuss contents.

31 ATTENTION! Do NOT go on until you are told to do so. S11 Secure material Do not reproduce or discuss contents. Page 31

32 DO NOT MARK ON THIS PAGE Page 32 S11 Secure material Do not reproduce or discuss contents.

33 Session 4 Session 4: Science 1 Myra did an investigation about wind speed. She used the Internet to look up the average wind speeds, in kilometers per hour (km/h), of three different cities in Indiana during the same three months. Her data are shown below. Evansville January 5.9 km/h February 8.6 km/h Richmond January 3.8 km/h February 5.3 km/h South Bend January 1.9 km/h February 1.9 km/h March 7.9 km/h March 5.2 km/h March 1.0 km/h Use the data to complete the DATA TABLE below to show the results of Myra s investigation. Average Wind Speeds in Three Indiana Cities January Science Page 33

34 Session 4 2 Jenna placed a tennis ball and a rubber ball in a freezer overnight. Then, she stood on a stepladder and dropped each ball from the same height. Jenna s mother measured the height of the first bounce of each ball. After the balls had returned to room temperature, Jenna and her mother repeated the investigation in the same way. The table below shows their results. Ball Comparing Bounce Heights of a Tennis Ball and a Rubber Ball Bounce Height Frozen (centimeters) Bounce Height Room Temperature (centimeters) Tennis ball Rubber ball What ball bounced the highest at room temperature? What is the difference, in centimeters, between the highest bounce and the shortest bounce recorded in the data table? Answer centimeters Page 34 Compare how FREEZING affected the bounce of the tennis ball with how FREEZING affected the bounce of the rubber ball. Science

35 Session 4 3 Alex did an investigation to find out how long it takes radish seeds to start growing. In each of four flower pots of the same type and size, he planted three radish seeds. He recorded the results of his investigation in the table below. Seed Type Pot 1 (days) Time to Start Growing Pot 2 (days) Pot 3 (days) Pot 4 (days) Radish Which result is very different from the rest? Explain how this result is different from the rest. Give TWO different reasons that could explain why this result is different from the rest. 1) 2) Science Page 35

36 Session 4 4 Evan did an investigation to find out how adding snails to an aquarium affects the fish and plants living in the aquarium. Evan placed the following in each of five aquariums of the same size and type. 5 goldfish 200 grams of water plants 2,000 grams of gravel He placed a different number of snails in each aquarium. After one month, Evan recorded the number of fish and the mass of the plants in each aquarium. His results are shown in the table below. Effect of Snails on Fish and Plants in Aquariums Number of Snails in Aquarium Final Number of Fish Final Mass of Plants (grams) Page 36 Science

37 Session 4 Compare the final mass of the plants in the aquarium that has TWO snails with the final mass of the plants in the aquarium that has SIX snails. What conclusion can you make about how the number of snails affects the mass of the plants in an aquarium? What conclusion can you make about how the number of snails affects the number of fish in an aquarium? Evan PREDICTED that if the same investigation was repeated with TEN snails, there would be LESS THAN 85 grams of plants left at the end of one month. Is Evan s prediction supported by the data in the table? Use the data in the table to EXPLAIN your answer. STOP! STOP! STOP! STOP! STOP! Science Page 37

38 Applied Skills Assessment Mathematics English/Language Arts Science Grade 4