2008-2009 Math Item Sampler

The Pennsylvania Systemof School AssessmentMathematicsItem and Scoring Sampler2008–2009Grade 5Pennsylvania Department of Education Bureau of Assessment and Accountability 2008–2009

MATHEMATICSINTRODUCTIONGeneral IntroductionThe Department of Education provides districts and schools with tools to assist in delivering focused instructionalprograms aligned to the state assessment system. These tools include assessment anchor documents, assessmenthandbooks, and content-based item and scoring samplers. This 2008–2009 Mathematics Item and Scoring Sampler is auseful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.What Is IncludedThe 2008–2009 Mathematics Item and Scoring Samplers do not contain newly released items. The samplers are acompilation of previously released items. This item and scoring sampler contains mathematics multiple-choice itemsand open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (AssessmentAnchors). Some of the items are actual items used to assess student performance on the PSSA. They provide an idea ofthe types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous reviewprocess to ensure alignment with the Assessment Anchors.Purpose and UsesThe items in this sampler may be used as examples for creating assessment items at the classroom level, and they mayalso be copied and used as part of a local instructional program.* Classroom teachers may find it beneficial to havestudents respond to the open-ended items in this sampler. Educators can then use the sampler as a guide to score theresponses either independently or together with colleagues within a school or district.Item Format and Scoring GuidelinesThe multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worthone point.Each open-ended item is designed to take about ten minutes to complete. During an official testing administration,students are given additional time as necessary to complete the test items. Each open-ended item in mathematics isscored using an item-specific scoring guideline based on a 0–4 point scale. In this sampler, every item-specific scoringguideline is combined with examples of student responses representing each score point to form a practical itemspecificscoring guide.The sampler also includes the General Description of Mathematics Scoring Guidelines used to develop theitem-specific guidelines and guides. These General Description Scoring Guidelines should be used if any additionalitem-specific scoring guidelines are created for use within local instructional programs.*Item AlignmentAll PSSA items are aligned to statements and specifications included in the Assessment Anchor Content Standardsdocuments. The mathematics content included in the PSSA mathematics multiple-choice items will align with theAssessment Anchors as defined by the Eligible Content statements. The process skills, directives, and action statementswill also specifically align with the Assessment Anchors as defined by Eligible Content statements.The mathematics content included in the PSSA mathematics open-ended items will align with content includedin Eligible Content statements. The process skills, directives, and action statements included in the performancedemands of the PSSA mathematics open-ended items will align with specifications included in the Assessment Anchorstatements, the Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or actionstatements used in the open-ended questions or stems can come from the Eligible Content, Descriptor, or Anchor.* The permission to copy and/or use these materials does not extend to commercial purposes.Grade 5 Mathematics Item Sampler 2008–20091

MATHEMATICSGENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES4 – The response demonstrates a thorough understanding of the mathematical concepts and proceduresrequired by the task.The response provides correct answer(s) with clear and complete mathematical procedures shown and a correctexplanation, as required by the task. Response may contain a minor “blemish” or omission in work or explanationthat does not detract from demonstrating a thorough understanding.3 – The response demonstrates a general understanding of the mathematical concepts and proceduresrequired by the task.The response and explanation (as required by the task) are mostly complete and correct. The response may haveminor errors or omissions that do not detract from demonstrating a general understanding.2 – The response demonstrates a partial understanding of the mathematical concepts and proceduresrequired by the task.The response is somewhat correct with partial understanding of the required mathematical concepts and/orprocedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear.1 – The response demonstrates a minimal understanding of the mathematical concepts and proceduresrequired by the task.0 – The response has no correct answer and insufficient evidence to demonstrate any understanding of themathematical concepts and procedures required by the task for that grade level.Response may show only information copied from the question.Special Categories within zero reported separately:BLK (blank) ...........Blank, entirely erased, or written refusal to respondOT ..........................Off taskIL ...........................IllegibleLOE .......................Response in a language other than EnglishGrade 5 Mathematics Item Sampler 2008–2009 2

MATHEMATICSMATHEMATICS REPORTING CATEGORIESMathematics scores are reported in five categories:A – Numbers and OperationsB – MeasurementC – GeometryD – Algebraic ConceptsE – Data Analysis and ProbabilityExamples of multiple-choice and open-ended items assessing these categories are included in this booklet.DESCRIPTION OF SAMPLE ITEMSThe mathematics multiple-choice items begin on the next page. Each item is preceded by the Assessment Anchor andEligible Content coding. The majority of answer options A–D are followed by a brief analysis or rationale. The correctanswer is indicated by an asterisk (*).Three open-ended items follow the multiple-choice items. Each of these is displayed with an item-specific scoringguidelines and examples of responses with scores and annotations.A calculator is permitted for use in solving items numbered 7–52 in this sampler. Items numbered 1–6 are to be solvedwithout the use of a calculator. Scratch paper may be used in solving all items, and a ruler similar to that shown belowshould be used to answer item numbers 26 and 27.GRADE 5 RULERThe ruler shown below is not intended to be used to measure. It has been included as a representation of the rulers thatwill be provided for students when they take the test. Due to differences in printers, etc., the ruler and item numbers 26and 27 may not accurately reproduce to scale.(in.)1 2 3 4 5 6Grade 5/6(cm)123456789101112131415Grade 5 Mathematics Item Sampler 2008–2009 3

MATHEMATICSDuring an assessment, students would not be permitted to use a calculator on items 4–6.A.3.1.24. Which is the closest estimate of 11 × 287?A 2,000 10 × 200A.3.2.16. Solve:30)9,060B 2,200 11 × 200C 3,000 *D 3,600 12 × 300A 32B 302 *C 322D 3,002A.3.2.15. What is the product of 32 and 26?A 256 improper alignment of partial productsB 732 no regroup in 100sC 822 no regroup in 10sD 832 *41-7079Grade 5 Mathematics Item Sampler 2008–2009 5

MATHEMATICSA.1.1.17. What is 8,457 written in expandednotation?A 800 + 400 + 50 + 7B 800 + 400 + 500 + 7C 8,000 + 400 + 50 + 7 *D 8,000 + 4,000 + 50 + 7A.1.2.29. Ms. Brown’s car cost $13,042.50. What digitis in the ten-thousands place in 13,042.50?A 1 *B 3 thousandsC 4 tensD 5 tenthsA.1.2.18. Hillcrest County received five andnineteen hundredths inches of snow onTuesday. Which decimal is the same asfive and nineteen hundredths inches?DRC3A 0.519 inches 519 ten-thousandthsB 5.019 inches 5 and 19 thousandthsC 5.19 inches *D 519 inches 519 and no hundredthsA.1.3.110. The populations of 4 cities are listed below.••••183,456172,554193,334168,321Which population is greatest?A 183,456greatest digit in ones placeB 172,554greatest digit in hundreds place5MSA131C 193,334*D 168,321greatest digit in thousands placeGrade 5 Mathematics Item Sampler 2008–2009 6

MATHEMATICSA.1.3.211. Which of the following lists is in orderfrom greatest to least?5MSA132A.1.3.3A 0.34 0.29 0.4 0.04only 0.04 in correct positionB 0.04 0.4 0.29 0.34only 0.29 in correct positionC 0.4 0.34 0.29 0.04*D 0.29 0.34 0.04 0.4only 0.34 in correct positionA.1.4.1Use the diagram below to answerquestion 13.P Q R S]4 ]3 ]2 ]1 0 1 213. Which point is on a number that is lessthan –3?41-0501A point P *B point Q { 3 = { 3C point R { 2 > { 3D point S { 1 > { 312. Four boys each paid money for a newbasketball. Jake paid }2 of the money, Marc16paid }1 4 , Pete paid 1 }2 , and Roy paid }1 8 . Whopaid the greatest amount of money?ABJakeMarcC Pete *DRoyGrade 5 Mathematics Item Sampler 2008–2009 7

MATHEMATICSA.1.4.2Use the thermometer below to answerquestion 14.A.1.5.1Use the circle graphs below to answerquestion 15.151050−5−10−15°F14. What is the temperature reading on thethermometer?A –5°F nearest labeled numberB –7°F *C –10°F next labeled numberD –13°F counting up from 1015. What mixed number do the shadedsections of the circles represent?A 1 3 }8B 1 5 }8C 8 5 }8D 13 3 }8*1 whole + 3 unshaded8 sections + 5 }8 shaded13 shaded + 3 }8 unshadedA.1.6.116. Mr. Kelly’s age is a prime number. Whichnumber could be his age?A 33 compositeB 49 compositeC 58 compositeD 83 *Grade 5 Mathematics Item Sampler 2008–2009 8

MATHEMATICSA.1.6.217. The numbers 2, 3, 4, and 6 are allfactors of which number?41-7036A.2.1.1A 12 *B 15 3 is a factorC 16 2 and 4 are factorsD 18 2, 3, and 6 are factorsA.2.1.319. During the past 2 weeks, a total of378 cartons of juice were sold in theschool cafeteria. Each carton costs$0.75. Which expression could be usedto find the total cost of the juice thatwas sold?A 2 1 378 1 $0.75B 2 3 378 3 $0.75C 378 3 $0.75 *addition of numbersin stemmultiplication of allnumbers18. Jim volunteers at an animal shelter3.5 hours every week. How manyhours would Jim volunteer in26 weeks?41-7074D 378 4 $0.75division of correctnumbers41-7029A 78 hours 26 × 3B 90 hours 91 roundedC 91 hours *D 910 hours 26 × 35A.3.1.120. What is 351.24 rounded to the nearesttenth?A 350 rounded to tensB 351 rounded to ones41-7084C 351.2 *D 351.3 rounded to tenths incorrectlyGrade 5 Mathematics Item Sampler 2008–2009 9

MATHEMATICSB.1.1.121. Kareem put a fence around the perimeterof a baseball field. Which units arereasonable for measuring the perimeter?A yards *B kilometers unit too longC square feet areaD square inches areaB.1.2.223. It took 4 hours and 35 minutes to cook aturkey. It took 1 hour and 18 minutes tocook soup. How much longer did it take tocook the turkey than the soup?A 3 hours 17 minutes *B 3 hours 23 minutes subtraction errorC 5 hours 17 minutes addition; subtractionD 5 hours 53 minutes additionB.1.2.122. Bobby added 1 cup of cooking oil to2 pints of cooking oil. How many cups ofcooking oil did Bobby have altogether?(Hint: 1 pint = 2 cups.)B.1.3.224. Jarel drew a diagram of his backyardon the grid below to show the size ofhis new patio.A 2 converted ”backwards,” 2 pints = 1 cupB 3 1 cup + 2 pintsC 4 2 cups + 2 cups, forgot 1 cupPatioD 5 *5MSB121= 1 square foot ( 2 )41-7051Which is the closest estimate of thearea of the patio?A 50 ft 2B 70 ft 2 *C 90 ft 2D 110 ft 2Grade 5 Mathematics Item Sampler 2008–2009 10

MATHEMATICSB.1.3.225. Don shaded the area of a flower bed onthe grid below.B.2.1.126. Natasha took the picture of a tree shownbelow.Flower Bed= 1 square unitWhich estimate is closest to the shadedarea?A 18 square units approximate perimeterB 25 square units *C 36 square units 6 × 6D 64 square units 8 × 8Using your ruler, how tall is the tree in thepicture?A 2 1 }8 inchesB 2 1 }4 inchesC 2 3 }8 inches *5MSB211D 2 1 }2 inchesGrade 5 Mathematics Item Sampler 2008–2009 11

MATHEMATICSB.2.1.127. Alma cut a ribbon to glue on a card.B.2.2.329. The scale shown below is balanced.Each cube on the left side weighs thesame amount.Using your ruler, what is the length of theribbon in centimeters (cm)?A 2 cm nearest inchB 5 cm shorter measureC 6 cm *20gramsD 7 cm ruler set at 1 cmB.2.2.228. Shawna drew the rectangle below.How much does one of the cubesweigh?A 1 gram 1 cube = 1 gramB 4 grams number of cubes5 cm3 cmWhat is the area of the rectangle?41-2029C 5 grams *D 20 grams weight of cylinderA 8 square cm 5 + 3B 13 square cm 5 + 5 + 3C 15 square cm *D 16 square cm 5 + 5 + 3 + 3Grade 5 Mathematics Item Sampler 2008–2009 12

MATHEMATICSC.1.1.130. Paul has a container in the shape of asquare pyramid. How many vertices doesthe container have?C.1.1.232. Which is a property of all parallelograms?A 4 equal sidesA 4number of vertices on atriangular pyramidrhombi (including squares) only5MSC111B 5 *C 6D 8number of edges on atriangular pyramidnumber of edges on asquare pyramidBCD4 right anglesrectangles (including squares) only2 pairs of parallel sides*2 pairs of perpendicular sidesC.1.1.231. Which set of properties describes arhombus?A4 sides andopposite angles not equal inmeasurementother quadrilateral5MSC112rectangles (including squares) onlyC.1.2.133. Which is a drawing of a line?ArayBCD4 sides equal in length and4 angles equal in measurementsquareopposite sides equal in length and4 angles equal in measurementrectangle4 sides equal in length and oppositeangles equal in measurement*Bline segmentCpointD *Grade 5 Mathematics Item Sampler 2008–2009 13

MATHEMATICSC.2.1.134. Which drawing below shows a rotation(turn) of the figure about the point?C.2.1.235. Megan drew the polygon below in artclass.A*BslideExactly how many lines of symmetry doesMegan’s polygon have?A 1 1 vertical line or 1 horizontal lineB 2 *CC 31 horizontal and 2 vertical lines(one for each “post”)flipD 4 2 diagonal, 1 horizontal, and1 vertical lines5MSC212DslideGrade 5 Mathematics Item Sampler 2008–2009 14

MATHEMATICSD.1.1.136. A pattern of shapes is shown below.?Which shape is missing in the pattern?ABtoo many sides*CDtoo many sidestoo many sides41-0103Grade 5 Mathematics Item Sampler 2008–2009 15

MATHEMATICSD.1.1.137. Darcy made the pattern below using game tiles.Which 2 tiles come next in the pattern?Afirst 2 tilesBmisses 2nd heart in seriesCknows 2 hearts are togetherD*Grade 5 Mathematics Item Sampler 2008–2009 16

MATHEMATICSD.1.1.238. The shapes below follow a pattern.Which letters follow the same pattern?A L M N L L M N L L first leer repeatedB M N L N M M N L N first 2 leers reflected over 3rd leerC L M N L M N L M N *5MSD112D M N M L M N M L M 1st leer repeated every other leerD.1.2.139. Which number pattern uses the rule:multiply by 3?D.1.2.140. Which pattern of numbers follows the rule:divide by 2 then add 4?41-7105ABCD10, 13, 16, 19, 22, …15, 45, 135, 405, 1215, …*add 320, 100, 500, 2500, 12500, …multiply by 525, 100, 400, 1600, 6400, …multiply by 4A 10, 8, 32, 30, 120, 118, 472subtract 2; multiply by 4B 40, 20, 16, 8, 4, 2, –2divide by 2; subtract 4C 120, 60, 64, 32, 36, 18, 22*D 320, 160, 80, 40, 20, 10, 5divide by 2Grade 5 Mathematics Item Sampler 2008–2009 17

MATHEMATICSD.2.1.1Use the equation below to answerquestion 41.54 ÷ n = 641. What is the value of n?A 7 common errorB 9 *C 48 54 – 6D 60 54 + 6D.2.1.243. A photographer used 32 rolls of film in1 day. Each roll of film has 24 pictures.Which number sentence represents n,the total number of pictures in 1 day?DRC2A n = 32 + 24B n = 32 − 24C n = 32 × 24 *D n = 32 ÷ 24E.1.1.1D.2.1.242. Shana prints 4 cards each minute. Whichequation shows the number of cards, c, thatshe has printed at the end of 6 minutes?A 4 × 6 = c *BCD4 + 6 = c24 + 4 = c24 × 4 = c44. The pictograph below shows theinstruments played by the students inthe Franklin School band.FluteFranklin School BandClarinetTrumpetSaxophoneDrumsFrench Horn41-2056= 4 studentsHow many students play saxophone?A 2 2 symbolsB 4 1 whole symbolC 6 *D 8 2 symbols × 4Grade 5 Mathematics Item Sampler 2008–2009 18

MATHEMATICSE.1.1.145. Annika’s basketball team played 9 gamesthis winter. The points earned at eachgame are listed below.5MSE21123, 18, 30, 21, 24, 21, 21, 27, 22What is the median number of pointsearned by Annika’s team?A 21 modeB 22 *C 23 mean (average)D 24 middle value in given listE.2.1.246. Steve’s phone book listed the followingarea codes for his friends.Steve’s FriendsNameAreaCodeHan 916Ji 209Liang 908Matt 209Paula 805Rosa 831Tito 916Wally 831Zoe 209What is the mode of the area codes?A 209 *B 805 middle, as listedC 831 median; listed twiceD 916 listed twiceGrade 5 Mathematics Item Sampler 2008–2009 19

MATHEMATICSE.3.1.1Use the spinner below to answer question 47.32 2206E.3.1.249. Matthew has a 6-sided number cube. Thesides are numbered 1 through 6. Matthewrolls the number cube. What is theprobability that Matthew rolls a numbergreater than 2?148A2}6probability of 2 or 1104B2}4odds against47. What is the likelihood that the arrow willpoint to an odd number on the next spin?C4}6*AcertainB impossible *D5MSE3124}2odds in favorCDmost likelyleast likelyE.3.1.248. Yang had 10 blue, 6 red, 7 green, and8 brown rubber bands in his drawer. Hetook one out without looking. What isthe probability that he took out a brownrubber band?ABCD1}311}88}238}311 out of total1 out of 8 brown8 brown}}23 non-brown*Grade 5 Mathematics Item Sampler 2008–2009 20

MATHEMATICSFIRST OPEN-ENDED ITEMC.2 Response Score:50. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 21

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.Grade 5 Mathematics Item Sampler 2008–2009 22

MATHEMATICSITEM-SPECIFIC SCORING GUIDELINEItem #50This item will be reported under Category C, Geometry.Assessment Anchor:C.2–Identify and/or apply concepts of transformations or symmetry.Specific Eligible Content addressed by this item:C.2.1.1–Draw or identify a translation (slide), reflection (flip), or rotation (turn) of a 2-dimensional shape.C.2.1.2–Identify the number of lines of symmetry and/or draw all lines of symmetry in a 2-dimensionalpolygon.Scoring Guide:Score In response to this item, the student —demonstrates a thorough understanding of reflections, translations, and lines of4symmetry by correctly solving problems and clearly explaining procedures.demonstrates a general understanding of reflections, translations, and lines of3symmetry with only minor errors or omissions.demonstrates a partial understanding of reflections, translations, and lines of2symmetry by correctly performing a significant portion of the required task.demonstrates minimal understanding of reflections, translations, and lines of1symmetry.The response has given no correct answer and insufficient evidence to demonstrate0 any understanding of the mathematical concepts and procedures as required by thetask. Response may show only information copied from the question.NonscorableBLK (blank) ... Blank, entirely erased, or written refusal to respondOT ................... Off taskIL .................... IllegibleLOE ................ Response in a language other than EnglishGrade 5 Mathematics Item Sampler 2008–2009 23

MATHEMATICSTop Scoring Response:Parts A & B TransformationsTR(2 score points)1 point for each correct transformationPart C Lines of Symmetry(1 score point)1 point for correct linesPart D LetterH, I, O, or X(1 score point)1 point for a correct letterGrade 5 Mathematics Item Sampler 2008–2009 24

MATHEMATICSOPEN-ENDED ITEM RESPONSESC.2 Response Score: 450. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown the correctreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown the correcttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 25

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given a correct letter.Grade 5 Mathematics Item Sampler 2008–2009 26

MATHEMATICSC.2 Response Score: 350. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown the correctreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown the correcttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 27

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given an incorrectletter.Grade 5 Mathematics Item Sampler 2008–2009 28

MATHEMATICSC.2 Response Score: 350. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown an incorrectreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown the correcttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 29

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given a correct letter.Grade 5 Mathematics Item Sampler 2008–2009 30

MATHEMATICSC.2 Response Score: 250. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown the correctreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown the correcttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 31

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn incorrect linesof symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given an incorrectletter.Grade 5 Mathematics Item Sampler 2008–2009 32

MATHEMATICSC.2 Response Score: 250. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown the correctreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown an incorrecttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 33

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given an incorrectletter.Grade 5 Mathematics Item Sampler 2008–2009 34

MATHEMATICSC.2 Response Score: 150. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown an incorrectreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown an incorrecttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 35

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given an incorrectletter.Grade 5 Mathematics Item Sampler 2008–2009 36

MATHEMATICSC.2 Response Score: 150. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown an incorrectreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has shown an incorrecttranslation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 37

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn the correctlines of symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has given an incorrectletter.Grade 5 Mathematics Item Sampler 2008–2009 38

MATHEMATICSC.2 Response Score: 050. Lori drew the card design below on a grid.A. Draw a reflection (flip) of Lori’s shaded card over the dashed line on the grid.Label the reflected card by writing an “R” on the card.The student has shown an incorrectreflection.B. Draw a translation (slide) of Lori’s original shaded card 2 units left and 3 unitsup on the grid. Label the translated card by writing a “T” on the card.The student has not shown a translation.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 39

MATHEMATICS50. Continued. Please refer to the previous page for task explanation.Lori had the blank card shown below ready for a new design.C. Use a straightedge to draw all the lines of symmetry on the blank card.The student has drawn incorrect linesof symmetry.D. Write 1 letter of the alphabet that has exactly 2 lines of symmetry.The student has not given a correct letter.Grade 5 Mathematics Item Sampler 2008–2009 40

SECOND OPEN-ENDED ITEME.151. A carnival has 3 rides for children.MATHEMATICSA. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.Rides 1stRunLaser Fire 8Canyon Trip 4Flash Back 9Number of ChildrenRun2nd779Run 3rd546Total Numberof Children41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 41

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash Back41-7122bGrade 5 Mathematics Item Sampler 2008–2009 42

MATHEMATICSITEM-SPECIFIC SCORING GUIDELINEItem #51This item will be reported under Category E, Data Analysis and Probability.Assessment Anchor:E.1–Formulate or answer questions that can be addressed with data and/or organize, display,interpret or analyze data.Specific Eligible Content addressed by this item:Scoring Guide:E.1.1.1–Display and/or interpret data shown in tallies, tables, charts, pictographs, bar graphs, andline graphs using a title, appropriate scale, and labels.Score43210NonscorableIn response to this item, the student—demonstrates a thorough understanding of how to display and/or interpret datashown in tables and bar graphs using a title, appropriate scale, and labels bycorrectly solving problems and clearly explaining procedures.demonstrates a general understanding of how to display and/or interpret data shownin tables and bar graphs using a title, appropriate scale, and labels by correctlysolving problems and clearly explaining procedures with only minor errors oromissions.demonstrates a partial understanding of how to display and/or interpret data shownin tables and bar graphs using a title, appropriate scale, and labels by correctlyperforming a significant portion of the required task.demonstrates minimal understanding of how to display and/or interpret data shownin tables and bar graphs using a title, appropriate scale, and labels.The response has no correct answer and insufficient evidence to demonstrate anyunderstanding of the mathematical concepts and procedures as required by the task.Response may show only information copied from the question.BLK (blank) ... Blank, entirely erased, or written refusal to respondOT ................... Off taskIL .................... IllegibleLOE ................ Response in a language other than EnglishGrade 5 Mathematics Item Sampler 2008–2009 43

MATHEMATICSItem #51Top Scoring Response:Rides 1stRunLaser Fire 8Canyon Trip 4Flash Back 9Part A AnswersNumber of Children2ndRun779Run 3rd546Total Numberof Children201524(1 score point)1 point for correct and complete tableDeduct 0.5 point for each incorrect table entry*Total Number of Children252423222120191817161514131211109876543210Part B AnswerNumber of ChildrenLaser Fire Canyon Trip Flash BackRides(3 score points)1.5 points for appropriate labels and uniform bar widthDeduct 0.5 point for each error*1.5 points for correct bar heights (based on the table in Part A)Deduct 0.5 point for each error**Do not deduct below 0 points for any task.Grade 5 Mathematics Item Sampler 2008–2009 44

OPEN-ENDED ITEM RESPONSESE.1 Response Score: 451. A carnival has 3 rides for children.MATHEMATICSA. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given all correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 45

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has drawn a correct bar graph.The student has used correct title and labels.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 46

MATHEMATICSE.1 Response Score: 351. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given all correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 47

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has drawn a bar graph with correct heights but non-uniform widths.The student has not used a correct title.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 48

MATHEMATICSE.1 Response Score: 351. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given an incorrect answer.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 49

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has drawn one bar incorrectly.The student has used correct title and labels.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 50

MATHEMATICSE.1 Response Score: 251. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given all correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 51

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:•title the graph.•label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has not drawn a correct bar graph.The student has used correct title and labels.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 52

MATHEMATICSE.1 Response Score: 251. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given an incorrect answer.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 53

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash Back41-7122bThe student has not drawn a correct bar graph.The student has used correct title and labels.Grade 5 Mathematics Item Sampler 2008–2009 54

MATHEMATICSE.1 Response Score: 151. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given all correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 55

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has drawn a bar graph with one correct bar height.The student has not used a title or labels.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 56

MATHEMATICSE.1 Response Score: 151. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given all correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 57

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:••title the graph.label both axes.252423222120191817161514131211109876543210Laser Fire Canyon T rip Flash BackThe student has drawn a bar graph with incorrect bar heights.The student has used one correct label.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 58

MATHEMATICSE.1 Response Score: 051. A carnival has 3 rides for children.A. The table below shows the number of children who went on each ride duringits first 3 runs of the day.Complete the table to show the total number of children who went on eachride during its first 3 runs of the day.The student has given no correct answers.41-7122aGO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 59

MATHEMATICS51. Continued. Please refer to the previous page for task explanation.B. Using your answer from part A, draw a bar graph that shows the totalnumber of children who went on each ride during its first 3 runs of the day.Be sure to:• title the graph.• label both axes.41-7122bThe student has not drawn a correct bar graph.The student has not used correct title and labels.Grade 5 Mathematics Item Sampler 2008–2009 60

THIRD OPEN-ENDED ITEME.1MATHEMATICS52. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 61

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxes41-7122bGrade 5 Mathematics Item Sampler 2008–2009 62

MATHEMATICSITEM-SPECIFIC SCORING GUIDELINEItem #52This item will be reported under Category E, Data Analysis and Probability.Assessment Anchor:E.1–Formulate or answer questions that can be addressed with data and/or organize, display, interpret, oranalyze data.Specific Eligible Content addressed by this item:Scoring Guide:E.1.1.1–Display and/or interpret data shown in tallies, tables, charts, pictographs, bar graphs, or line graphsusing a title, appropriate scale, and labels. A grid will be provided to display data on bar graphs or linegraphs.Score43210NonscorableIn response to this item, the student—demonstrates a thorough understanding of displaying data in a line graph andpictograph and interpreting data shown in a table by correctly solving problems andclearly explaining procedures.demonstrates a general understanding of displaying data in a line graph andpictograph and interpreting data shown in a table with only minor errors oromissions.demonstrates a partial understanding of displaying data in a line graph andpictograph and interpreting data shown in a table by performing a significant portionof the required task.demonstrates minimal understanding of displaying data in a line graph andpictograph and interpreting data shown in a table.The response has given no correct answer and insufficient evidence to demonstrateany understanding of the mathematical concepts and procedures as required by thetask. Response may show only information copied from the question.BLK (blank)... Blank, entirely erased, or written refusal to respondOT ................... Off taskIL .................... IllegibleLOE ................ Response in a language other than EnglishGrade 5 Mathematics Item Sampler 2008–2009 63

MATHEMATICSTop Scoring Response:NumberPart A GraphBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00Time(1 score point)1 point for correct point (4:00 P.M., 45) and line segment(1 score point)1 point for correct answerPart B Answer30 boxes of popcorn were sold by 2:00 P.M.Part C Graph and SupportPopcorn Sold on SaturdayKindbuerplainNumber of Boxes□ □ □ □ □□ □ □ □Key□ = 5 boxes(2 score points)1 point for correct pictograph and labels1 point for complete supportSince 25 ÷ 5 = 5, I knew to draw 5 squares for butter.Since 20 ÷ 5 = 4, I knew to draw 4 squares for plain.Grade 5 Mathematics Item Sampler 2008–2009 64

OPEN-ENDED ITEM RESPONSESE.1 Response Score: 4MATHEMATICS52. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has correctly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given a correct answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 65

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has correctly completed the pictographincluding labels. The student has shown completesupport.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 66

MATHEMATICSE.1 Response Score: 352. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has incorrectly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given a correct answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 67

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has correctly completed the pictographincluding labels. The student has shown completesupport.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 68

MATHEMATICSE.1 Response Score: 352. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has correctly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given a correct answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 69

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has correctly completed the pictographincluding labels. The student has shown no support.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 70

MATHEMATICSE.1 Response Score: 252. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has correctly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given an incorrect answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 71

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has not completed the pictograph orshown labels. The student has shown completesupport.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 72

MATHEMATICSE.1 Response Score: 252. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has correctly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given a correct answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 73

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has incorrectly completed thepictograph. The student has shown no support.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 74

MATHEMATICSE.1 Response Score: 152. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has incorrectly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given a correct answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 75

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has not completed the pictographor shown labels. The student has shownincorrect support.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 76

MATHEMATICSE.1 Response Score: 152. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has incorrectly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given an incorrect answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 77

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has correctly completed thepictograph including labels. The student hasshown no support.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 78

MATHEMATICSE.1 Response Score: 052. Leo sold popcorn at the basketball game on Saturday. He made the line graph belowto show how much he sold.NumberBoxes of Popcorn Sold60555045403530252015105012:00 1:00 2:00 3:00 4:00 5:00TimeA. By 4:00 P.M. Leo had sold 45 boxes of popcorn. Complete the line graph toshow this.The student has incorrectly completedthe line graph.B. Using the line graph, how many boxes of popcorn were sold by 2:00 P.M.?The student has given an incorrect answer.GO TO THE NEXT PAGE TO FINISH THE QUESTION.Grade 5 Mathematics Item Sampler 2008–2009 79

MATHEMATICS52. Continued. Please refer to the previous page for task explanation.Leo made a table to show the number of boxes and the kind of popcorn he hadsold on Saturday by 4:00 P.M.Popcorn Sold on SaturdayKind Number of Boxesbutter 25plain 20C. Using the key below, fill in the pictograph to show the data in the table.Explain how to find the number of squares to draw in the pictograph.Popcorn Sold on SaturdayKindNumber of BoxesKey = 5 boxesThe student has incorrectly completed thepictograph. The student has shown no support.41-7122bGrade 5 Mathematics Item Sampler 2008–2009 80

MathematicsGrade 5Item and Scoring SamplerCopyright © 2008 by the Pennsylvania Department of Education. The materials contained in this publication may beduplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplicationof materials for commercial use.