MISSISSIPPI ASSESSMENT PROGRAM (MAP) MATHEMATICS PRACTICE TESTLET GRADE 8 (REVISED MARCH 2016)

Transcription

1 STUDENT NAME: STUDENT SCORE: MISSISSIPPI ASSESSMENT PROGRAM (MAP) MATHEMATICS PRACTICE TESTLET GRADE 8 (REVISED MARCH 2016) Carey M. Wright, Ed.D., State Superintendent of Education March 2016

2 A Joint Publication Division of Research and Development, Office of Student Assessment Walt Drane, Director of Operations and Test Security Marion Jones, Director of Support Services Richard Baliko, NAEP State Coordinator Sharon Prestridge, Special Populations Coordinator Vincent Segalini, MAP Program Coordinator Kimberly Jones, SATP2 Coordinator Office of the Chief Academic Officer Dr. Kim Benton, Chief Academic Officer Trecina Green, Executive Director, Office of Professional Development Jean Massey, Executive Director, Office of Secondary Education Dr. Nathan Oakley, Executive Director, Office of Elementary Education and Reading Dr. Marla Davis, Bureau Director, Office of Secondary Education Dr. Shelita Brown, Secondary Mathematics Specialist, Office of Secondary Education Carol Ladner, Mathematics Professional Development Coordinator Elizabeth Fulmer, Mathematics Professional Development Coordinator The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non-discrimination policies of the above-mentioned entities: Director, Office of Human Resources Mississippi Department of Education 359 North West Street Suite 203 Jackson, Mississippi (601) MAP TESTLET-MATH-GRADE 8 MISSISSIPPI DEPARTMENT OF EDUCATION 1

3 Introduction Purpose The practice testlet is designed to provide students with an authentic opportunity to practice items that are aligned to the Mississippi College-and Career-Readiness Standards (MS CCRS) and that mirror those that may appear on the mathematics MAP assessment. The testlet is also intended to provide teachers with data to drive classroom instruction and provide direct feedback to students. It is NOT intended to predict student performance on the operational MAP assessment. Structure The mathematics testlet contains various item types that will be administered on the MAP assessment, such as standard multiple choice, matching, multiple select, and fill in the blank. At the end of the testlet are a series of performance task items, which will assess the performance task standards found in the mathematics MAP blueprint. Directions 1. Allow students to complete each item type and performance task in the testlet. 2. Teachers will review student responses to the items and score the items and the performance task using the scoring key. 3. Teachers should review the results to determine the needed instructional approach. 4. Teachers can utilize the testlets as teaching tools to help students gain a deeper understanding of the MS CCRS. 5. At the bottom left of each page is an item tag, which will contain the item number, grade level, suggested DOK level, and the standard aligned to the item. MAP TESTLET-MATH-GRADE 8 MISSISSIPPI DEPARTMENT OF EDUCATION 2

4 1. Which statement explains why 30 is considered an irrational number? A. When evaluated, 30 results in a repeating decimal, which is considered an irrational number. B. When evaluated, 30 results in a terminating decimal, which is considered an irrational number. C. When evaluated, 30 results in a nonterminating and nonrepeating decimal, which is considered an irrational number. D. When evaluated, 30 results in a whole number, which is considered an irrational number. 01-GR8-LV1-8.NS.1 MISSISSIPPI DEPARTMENT OF EDUCATION 3

5 2. Which of the following equations are true? Select all that apply. A = 3 2 B = 3-3 C = 3 6 D = 1 81 E = GR8-LV2-8.EE.1 MISSISSIPPI DEPARTMENT OF EDUCATION 4

6 3. Directions: Determine whether each equation is true or false. Select the correct cell in each row. Equation True False 49 = 7 o o 88 = 8 o o 3 8 = 2 o o 3 9 = 3 o o 03-GR8-LV1-8.EE.2 MISSISSIPPI DEPARTMENT OF EDUCATION 5

7 4. Directions: This item has two parts. First, answer Part A, then answer Part B. Part A In 2013, the population of the Central African Republic was about 5,000,000. Which expression is equivalent to 5,000,000? A B C D Part B In 2013, the population of Brazil was approximately About how many times larger was the population of Brazil than the population of the Central African Republic in 2013? times larger 04-GR8-LV2-8.EE.3 MISSISSIPPI DEPARTMENT OF EDUCATION 6

8 5. Which of the following equations are true? Select all that apply. A. ( )( ) = B = C. ( )( ) = D = E. ( )( ) = GR8-LV2-8.EE.4 MISSISSIPPI DEPARTMENT OF EDUCATION 7

9 6. The graphs below show the cost y of buying xx pounds of fruit. One graph shows the cost of buying xx pounds of lemons, and the other graph shows the cost of buying xx pounds of oranges. Lemons Cost Oranges Number of Pounds Which of the following statements are true based on the graph? Select all that apply. A. The graph that represents the cost of x pounds of lemons is steeper, so it must have a greater slope. B. The graph that represents the cost of x pounds of oranges is steeper, so it must have a greater slope. C. The cost for a pound of lemons is less than the cost for a pound of oranges. D. The cost for a pound of lemons is greater than the cost for a pound of oranges. E. The cost for a pound of lemons is equal to the cost for a pound of oranges. 06-GR8-LV1-8.EE.5 MISSISSIPPI DEPARTMENT OF EDUCATION 8

10 7. Directions: Examine the graph below. Calculate the slope. A. 1 2 B. 2 1 C. 3 5 D GR8-LV1-8.EE.6 MISSISSIPPI DEPARTMENT OF EDUCATION 9

11 8. Directions: Determine whether each equation has exactly one solution, no solution, or an infinite number of solutions. Select the correct cell in each row. Equation One Solution No Solution Infinite Solutions 4 (4xx 3) = 8(2xx 2) + 4 o o o 3(6xx + 2) = 2(9xx 2) o o o 2(7xx + 3) + 4 = 7(2xx 1) + 2xx o o o 5(3xx + 2) 2 = 4(4xx 3) o o o 08-GR8-LV2-8.EE.7a MISSISSIPPI DEPARTMENT OF EDUCATION 10

12 9. An equation is shown below. 3.2(xx + 1.5) = 2.4xx xx Which of the following statements describe a step that can be used to find the value of xx? Select all that apply. A. Add like terms on the right side of the equation. B. Add 3.2xx to both sides of the equation. C. Use the distributive property to expand the left side of equation. D. Subtract 3.2xx from both sides of the equation. E. Divide 3.8 from both sides of the equation. 09-GR8-LV2-8.EE.7b MISSISSIPPI DEPARTMENT OF EDUCATION 11

13 10. The graph below shows the functions yy = 2xx 1 and yy = xx + 2. Directions: Write the ordered pair that represents the solution to both functions, yy = 2xx 1 and yy = xx GR8-LV1-8.EE.8a MISSISSIPPI DEPARTMENT OF EDUCATION 12

14 11. Robert called two bowling centers, Fannin Lanes and Fun Time Lanes, to determine the cost to bowl. Fannin Lanes charges $2.50 per game plus $2 for shoe rental, and Fun Time Lanes charges $2 per game plus $4 for shoe rental. Use this information to answer Part A and Part B. Part A How many games will the cost to bowl be the same at both bowling centers? Part B At the point where the cost is the same, how much will it cost to bowl at both bowling centers? 11-GR8-LV2-8.EE.8b MISSISSIPPI DEPARTMENT OF EDUCATION 13

15 12. Directions: Review the table shown here. Input Output Which statement best explains why the data in the table above does not represent a function? A. Each input has only one output. B. Each output has only one input. C. One input has more than one output. D. One output has more than one input. 12-GR8-LV1-8.F.1 MISSISSIPPI DEPARTMENT OF EDUCATION 14

16 13. Two linear functions are shown below. Function A: y = 3 4 x + 2 Function B: xx yy Which statement is true? A. The yy-intercept of Function A is equal to the yy-intercept of Function B. B. The yy-intercept of Function A is less than the yy-intercept of Function B. C. The yy-intercept of Function A is greater than the yy-intercept of Function B. D. The rate of change for Function A is equal to the rate of change for Function B. 13-GR8-LV2-8.F.2 MISSISSIPPI DEPARTMENT OF EDUCATION 15

17 14. Directions: Determine if each function is linear or nonlinear. Select the correct cell in each row. Function Linear Nonlinear yy = xx 2 4 o o yy = 2xx + 1 o o yy = 3 xx o o yy = xx 3 o o 14-GR8-LV1-8.F.3 MISSISSIPPI DEPARTMENT OF EDUCATION 16

18 15. The relationship between the number of miles for a taxi ride and the cost in dollars for the taxi ride is shown in the table below. Number of Miles (x) Cost in dollars (y) Directions: Determine whether each statement about the function is true or false. Select the correct cell in each row. Statement True False The function is linear. o o The rate of change is 3. o o The y-intercept is 3.5. o o 15-GR8-LV2-8.F.4 MISSISSIPPI DEPARTMENT OF EDUCATION 17

19 16. A function is graphed on a coordinate plane as shown. Which of the following statements correctly describe this function? Select all that apply. A. It is linear. B. It is nonlinear. C. It is increasing at a constant rate. D. It is decreasing at a constant rate. E. It is both increasing and decreasing. 16-GR8-LV1-8.F.5 MISSISSIPPI DEPARTMENT OF EDUCATION 18

20 17. A quadrilateral, BFHM, is shown on the coordinate plane below. The quadrilateral BB FF HH MM (not shown) is the image of the quadrilateral BFHM after a rotation of 180 about the origin. Which of the following statements about the quadrilateral BBBBBBBB and BB FF HH MM are true? Select all that apply. A. MM HH MMMM B. BB MM BBBB C. FF HH FFFF D. mm HH mm MM E. mm FF mm FF 17-GR8-LV2-8.G.1 MISSISSIPPI DEPARTMENT OF EDUCATION 19

21 18. Triangle ABC was rotated to form Triangle AA BB CC. Triangle AA BB CC was reflected across the x-axis to form Triangle AA BB CC. Which of the following statements correctly describe the relationship between Triangle ABC, Triangle AA BB CC, and Triangle AA BB CC? Select all that apply. A. Triangle AA BB CC is congruent to Triangle AA BB CC. B. Triangle AAAAAA is congruent to Triangle AA BB CC. C. Triangle AAAAAA has greater side lengths than Triangle AA BB CC. D. Triangle AA BB CC has greater angle measurements than Triangle AA BB CC. E. Triangle AAAAAA has greater angle measurements than Triangle AA BB CC. 18-GR8-LV2-8.G.2 MISSISSIPPI DEPARTMENT OF EDUCATION 20

22 19. GGGGGG is shown on the coordinate plane below. Directions: Determine whether each statement is true or false after GGGGGG is reflected across the yy-axis. Select the correct cell in each row. Statement True False The image of Point GG is at (1,1). o o The image of Point LL is at (2,2). o o The image of Point QQ is at (-4,-1). o o 19-GR8-LV2-8.G.3 MISSISSIPPI DEPARTMENT OF EDUCATION 21

23 20. On the coordinate plane shown below, Figure 1 is transformed to Figure 2, which is transformed to Figure 3. Figure 1 and Figure 3 are similar by a sequence of transformations. Which statement best explains why Figure 3 is similar but not congruent to Figure 1? A. The image of a polygon that has been translated will have different angle measurements but the same side lengths as its pre-image. B. The image of a polygon that has been translated will have congruent angle measurements but different side lengths as its pre-image. C. The image of a polygon that has been dilated will have different angle measurements but the same side lengths as its pre-image. D. The image of a polygon that has been dilated will have congruent angle measurements but different side lengths as its pre-image. 20-GR8-LV1-8.G.4 MISSISSIPPI DEPARTMENT OF EDUCATION 22

24 21. Lines a and b are parallel. Points C and D lie on line a. Points E and F lie on line b. CCCC EEEE and DDDD CCCC. Which statement about CCCCCC and FFFFFF is true? A. They are neither similar nor congruent because they have different positions. B. They are neither similar nor congruent because they have different angle measurements. C. They are similar because they have the same side lengths and different angle measurements. D. They are congruent because they have the same angle measurements and the same side lengths. 21-GR8-LV1-8.G.5 MISSISSIPPI DEPARTMENT OF EDUCATION 23

25 22. Directions: Identify the missing side length of the right triangle below. 13 cm 12 cm A. 1 cm B. 5 cm C. 11 cm D. 25 cm 22-GR8-LV2-8.G.7 MISSISSIPPI DEPARTMENT OF EDUCATION 24

26 23. Henry is fishing from a small boat. His fishing hook is in the water 8 meters directly below his boat. A fish is swimming at the same depth as the hook, however it is 15 meters away from the hook. What is the shortest distance between Henry and the fish? meters 23-GR8-LV2-8.G.7 MISSISSIPPI DEPARTMENT OF EDUCATION 25

27 24. Line segment PQ is shown on the coordinate plane below. Q P What is the approximate length of line segment PQ? A. 4 units B. 6 units C. 5 units D. 3 units 24-GR8-LV2-8.G.8 MISSISSIPPI DEPARTMENT OF EDUCATION 26

28 25. A cylindrical tank has a height of 10 feet and a radius of 4 feet. Carla fills the tank with water at a rate of 8 cubic feet per minute. At this rate, how many minutes will it take Carla to completely fill the tank without it overflowing? Round your answer to the nearest minute. minutes 25-GR8-LV2-8.G.9 MISSISSIPPI DEPARTMENT OF EDUCATION 27

29 26. A new smartphone game deducts points from your account when you purchase tokens within the game. If you purchase a large number of tokens at one time, the game deducts fewer points from your account overall. The scatter plot below displays data for eight users accounts. The relationship between the number of tokens purchased is displayed on the x-axis and the number of points deducted is displayed on the y-axis. Number of Points Deducted Number of Tokens Purchased Which of the following statements correctly describe the scatter plot shown? Select all that apply. A. There are no outliers. B. The scatter plot shows a linear association. C. The scatter plot shows a positive association. D. The scatter plot shows no association. E. The scatter plot shows a negative association. 26-GR8-LV1-8.SP.1 MISSISSIPPI DEPARTMENT OF EDUCATION 28

30 27. Mark read 9 books over the summer. He recorded the number of pages he read and the number of hours he spent reading each book. This information and a line of best fit are shown in the scatter plot below. Books Mark Read Hours Spent Reading Number of Pages Based on the scatter plot, which statement about the time Mark spent reading would likely be true? A. There is no association between the number of pages Mark read and the number of hours he spent reading. B. A linear association does not exist between the number of pages Mark read and the hours he spent reading. C. There is a strong negative association between the number of pages Mark read and the number of hours he spent reading. D. There is a strong positive association between the number of pages Mark read and the number of hours he spent reading. 27-GR8-LV1-8.SP.2 MISSISSIPPI DEPARTMENT OF EDUCATION 29

31 28. Kyle planted a seedling in his garden and recorded its height at the end of each week. The function shown below can be used to estimate the height, h, in inches, of the seedling at the end of each week, w, after it was planted. Directions: Use the function below to answer Part A and Part B. hh = ww Part A What does the slope of the graph of the function h = 3 4 ww represent? A. The height, in inches, of the seedling after w weeks. B. The height, in inches, of the seedling when Kyle first planted it. C. The increase in the height, in inches, of the seedling each week. D. The total increase in the height, in inches, of the seedling after w weeks. Part B The function h = 3 4 many weeks? ww + 9 estimates the height of the seedling to be 8.25 inches after how 4 weeks 28-GR8-LV2-8.SP.3 MISSISSIPPI DEPARTMENT OF EDUCATION 30

32 29. Shown in the table below are the results from a survey asking visitors at an art museum whether they prefer Impression or Modern Art. Impression Modern Total Students Adults Total Based on the data in the table, which statement is true? A. Less than 45% of students surveyed prefer Modern Art. B. More than 70% of adults surveyed prefer Impression Art. C. More than 55% of adults surveyed prefer Impression Art. D. Less than 40% of students and adults surveyed prefer Modern Art. 29-GR8-LV1-8.SP.4 MISSISSIPPI DEPARTMENT OF EDUCATION 31

33 Grade 8 Performance Task: Directions: Use your understanding of rotations, translations, and reflections to answer items Abraham draws a pattern. He starts his pattern by drawing Figure 1 as shown below. Part A Abraham would like to make a second copy of his design. Which sequence of transformations would maintain congruence? Select all that apply. A. reflection followed by a translation B. translation followed by a rotation C. rotation followed by a reflection D. dilation followed by a reflection E. rotation followed by a dilation 30a-GR8-LV2-8.G.2 MISSISSIPPI DEPARTMENT OF EDUCATION 32

34 Part B Abraham rotates Figure around the point (2, 3), translates the figure 4 units to the right, and labels it Figure 2. Which of the following statements are true? Select all that apply. A. Figure 1 and Figure 2 have one pair of parallel line segments. B. Figure 1 and Figure 2 are not the same shape. C. The area of Figure 1 is less than the area of Figure 2 D. The perimeter of Figure 1 is greater than the perimeter of Figure 2. E. The acute angles in Figure 1 and Figure 2 are congruent to one another. 30b-GR8-LV2-8.G.1 MISSISSIPPI DEPARTMENT OF EDUCATION 33

35 31. Directions. Use the graph and information below to answer Part A and Part B. Triangle LLLLLL is shown in the coordinate plane L M S Triangle LLLLLL is rotated 90 counterclockwise about the origin to form the image triangle LL MM SS (not shown). Then triangle LL MM SS is reflected across the x-axis to form triangle LL MM SS (not shown). Part A What are the signs of the coordinates (xx, yy) of MM? A. Both xx and yy are positive. B. xx is negative and yy is positive. C. Both xx and yy are negative. D. xx is positive and yy is negative. 31a-GR8-LV2-8.G.3 MISSISSIPPI DEPARTMENT OF EDUCATION 34

36 Part B What are the signs of the coordinates (xx, yy) of LL? A. Both xx and yy are positive. B. xx is negative and yy is positive. C. Both xx and yy are negative. D. xx is positive and yy is negative. 31b-GR8-LV2-8.G.3 MISSISSIPPI DEPARTMENT OF EDUCATION 35

37 Grade 8 Answer Key Item Standard Answer Point Value 1 8.NS.1 C 1 pt 2 8.EE.1 A, C, D 1 pt 3 8.EE.2 A1, B2, C1, D2 2 pts 4 8.EE.3 Part A: B Part B: 40 2 pts 5 8.EE.4 B, C 1 pt 6 8.EE.5 A, D 1 pt 7 8.EE.6 A 1 pt 8 8.EE.7a A3, B2, C1, D1 2 pts 9 8.EE.7b A, C, D 1 pt 10 8.EE.8a (3, 5) 1 pt 11 8.EE.8b Part A: 4 Part B: $ pts 12 8.F.1 C 1 pt 13 8.F.2 C 1 pt 14 8.F.3 A2, B1, C2, D1 2 pts 15 8.F.4 A1, B1, C1 2 pts 16 8.F.5 B, E 1 pt 17 8.G.1 A, B, E 1 pt 18 8.G.2 A, B 1 pt 19 8.G.3 A2, B2, C1 1 pt 20 8.G.4 D 1 pt 21 8.G.5 D 1 pt 22 8.G.7 B 1 pt 23 8.G pt 24 8.G.8 B 1 pt 25 8.G pt 26 8.SP.1 A, B, E 1 pt 27 8.SP.2 D 1 pt 28 8.SP.3 Part A: C Part B: 8 2 pts 29 8.SP.4 C 1 pt 30 8.G.1, 8.G.2 Part A: A, B, C Part B: A, E 2 pts 31 8.G.3 Part A: D Part B: C 2 pts Total Points 40 pts MISSISSIPPI DEPARTMENT OF EDUCATION 36

38 Scoring Rules Step #1: Use the answer key to view the maximum point value for each item. Step #2: Add the total number of points the student has earned, and divide by the total number of points possible. Step #3: Determine if the student has earned at least 80% of the total points. MISSISSIPPI DEPARTMENT OF EDUCATION 37