ISAT Sample Book GR 8

ISAT
Sample Book
2009
8
Sample Items for Reading and Mathematics
ILLINOIS STATE BOARD OF EDUCATION
999-8738-94-6
GRADE
ACKNOWLEDGMENTS
The Mystery and History of Soap, from The Christian Science Monitor, June 3, 2003, copyright 2002 by Sharon Huntington and used by permission. They Might Be Giants copyright 1988 by Dave Barry. Reprinted with the authors permission. Cartoon by Jeff MacNelly, copyright 1988, Tribune Media Services, Inc. Reprinted with permission.
Copyright 2009 by NCS Pearson, Inc. Copyright 2009 by the Illinois State Board of Education. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in writing from the copyright owner. Pearson and the Pearson logo are trademarks, in the U.S. and/or other countries, of Pearson Education, Inc. or its aliate(s). Portions of this work were previously published. Printed in the United States of America. Printed by the authority of the State of Illinois, 20000, IL00002889.
2009 ISAT Grade 8 Sample Book
Table of Contents
Introduction ............................................................................................................................ 5 READING Structure of the Grade 8 Reading ISAT ................................................................................. 9 Item Formats ...................................................................................................................................................9 Reading Sessions ...........................................................................................................................................9 Shorter Passage Followed by Multiple-Choice Sample Items .......................................... 11 Answer Key with Assessment Objectives Identified .......................................................... 14 Longer Passage Followed by Multiple-Choice Sample Items ........................................... 15 Answer Key with Assessment Objectives Identified .......................................................... 20 Longer Passage Followed by Extended-Response Sample Item ...................................... 21 Extended-Response Scoring Rubric .................................................................................... 25 Annotated Extended-Response Student Samples............................................................. 27 MATHEMATICS Structure of the Grade 8 Mathematics ISAT ....................................................................... 41 Item Formats .................................................................................................................................................41 Answer Document for Grade 8 Mathematics ISAT ..........................................................................41 Mathematics Sessions ...............................................................................................................................42 Calculator Use for Grade 8 Mathematics ISAT ...................................................................................42 Rulers for Grade 8 Mathematics ISAT ...................................................................................................42 Scratch Paper for Grade 8 Mathematics ISAT ....................................................................................42 Reference Sheet for Grade 8 Mathematics ISAT ...............................................................................43 Multiple-Choice Sample Items ............................................................................................ 44 Answer Key with Assessment Objectives Identified .......................................................... 56 Short-Response Scoring Rubric ........................................................................................... 60 Using Short-Response Samples .......................................................................................... 60 Blank Short-Response Template ......................................................................................... 61 Short-Response Sample Items and Annotated Student Samples .................................... 62 Extended-Response Scoring Rubric .................................................................................... 72
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Using Extended-Response Samples.................................................................................... 73 Blank Extended-Response Template .................................................................................. 74 Extended-Response Sample Items and Annotated Student Samples ............................. 77
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Introduction
This sample book contains sample ISAT items classied with an assessment objective from the Illinois Assessment Frameworks. These samples are meant to give educators and students a general sense of how items are formatted for ISAT. All 2009 ISATs will be printed in color. This sample book does not cover the entire content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains additional information about state testing (www.isbe.net/assessment).
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Illinois Standards Achievement Test
Reading Samples
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Structure of the Grade 8 Reading ISAT

ISAT Reading testing in spring 2009 will consist of 30 norm-referenced items, as well as criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All items are aligned to the Illinois Reading Assessment Framework, which denes the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read and reect, and then to select the alternative that best expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts. Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations. The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test.
Reading Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session. More details about how to administer this extra time will appear in the ISAT Test Administration Manual. This policy does not aect students who already receive extended time as determined by their IEP.
Reading ISAT Grade 8

Session 1 45 minutes
6 shorter passages30 multiple-choice items total Two longer passages consisting of: 1 expository passage with 10 multiple-choice items 1 literary passage with 10 multiple-choice items 1 extended-response item Two longer passages consisting of: 1 expository passage (or paired passage) with 10 multiple-choice items 1 literary passage (or paired passage) with 10 multiple-choice items 1 extended-response item (Some items will be pilot items.)
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Shorter Passage Followed by Multiple-Choice Sample Items
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Reading
XEJ231 Passage XEJ231.AR1
School Photographer
by Kristine OConnell George
10
When I am behind my camera lens I can make people stand closer, wrap their arms around each other, even get them to smile. When I am behind my camera lens I see things others dont. I can record a single moment That distorts or tells the truth. When I am behind my camera lens I can see everything Except my own self, hiding behind my camera.
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Reading
1
The poet most likely took the idea for this poem from A B C D a book on photography a volume of poetry her cameras owners manual her own experience
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If you did not know the meaning of distorts in stanza 2, you should
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A look for other words in the poem that begin with d B say the word over and over to yourself C read on, looking for clues D decide on the words part of speech
Why does the speaker feel hidden? A No one can see her. B She is looking through the camera. C There is no one around. D Other people are standing in front of her.
5
In this poem, which point of view does the poet use?
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In line 6, when the speaker says, I see things others dont, she most likely means
people often overlook whats around them B people dont pay attention when their picture is taken C cameras are the most accurate form of record keeping D the camera lens is like a microscope
First person (one person who describes her own thoughts) B Third person (a person outside the story who describes the thoughts of one other person) C Third person omniscient (a person outside the story who describes the thoughts of several characters) D Third person objective (a person outside the story who describes events objectively)
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Answer Key with Assessment Objectives Identied

Item Number
1
Correct Answer
D B A C A
Assessment Objective
2.8.04 Compare stories to personal experience, prior knowledge, or other stories. 1.8.19 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge. 2.8.10 Identify literary devices: (e.g., figurative language, hyperbole, understatement, symbols, dialogue). 1.8.03 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. 2.8.05 Recognize points of view in narratives (e.g., first person).
Shorter Passage
2 3 4 5
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm .
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Longer Passage Followed by Multiple-Choice Sample Items
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Reading
RG8Soap0807E-V1 Soap0807E_AR1
The mystery & history of SOAP

It has the most unlikely ingredients. For centuries, no one knew how it worked. But it did and still does.
by Sharon J. Huntington
1
6 7
Whats the best substance to clean your clothes with? Fat or oil, of course! That doesnt sound right? Well, how about adding some ashes to the oil? Sounds worse, doesnt it? But thats the basis of soap, and people have been using it to clean themselves and their belongings for thousands of years. No one knows who first started using soap. There are recipes for soap on Sumerian clay tablets dating from 2500 BC, but the recipes dont say what the soap was used for. Later cultures used a similar mixture as hair gel. One story has it that Roman women were doing laundry in the Tiber River some 4,000 years ago when some fat and ashes from animal sacrifices upstream washed into the water and then seeped into the clay of the riverbank. Women found that their clothes cleaned more easily with the ashes-fat mixture in the clay. The sacrifices were performed at Mt. Sapo, which resulted in the word soap. Its a nice story, though probably not true. It is likely, however, that soaps discovery was accidental. Who would think of using ashes and oil to get things clean? People knew it worked long before they could explain why. One way that soap cleans is by reducing waters surface tension. Whats that? Water molecules are attracted to one another. On the surface of the water, the molecules are attracted to the water, not to the air. They are pulled toward the rest of the water. This pull is called surface tension. Its why water beads up on surfaces. Surface tension makes it hard for water to wash away dirt. The water tends to stick to itself, not to the dirt. Soaps are made from fats and oils. More specifically, they are made from the fatty acids in fats and oils. This is done by treating them with a strong alkali, which causes a chemical reaction. Thats where the ashes come in. (An alkali is the opposite of an acid. Just as lemon juice is slightly acidic, plant ashes are slightly alkaline.) Plant ashes first provided the alkali needed to make soap. Today the alkalis can be made commercially. If you look at the ingredients for a bar of soap, you might see potassium hydroxide or sodium hydroxide. These are the alkalis that react with fatty acid molecules. The molecules that are formed are called surface active agents or surfactants. Surfactants break down waters surface tension to make the water wetter, so it can react with dirt more easily.
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Reading
RG8Soap0807E-V1 9 Soap0807E_AR1_continued
One side of each soap molecule is attracted to water. It is called the hydrophilic (waterloving) end. The other side of the molecule is attracted to oil and grease and is repelled by water. It is the hydrophobic (water-hating) end. The water-hating end grabs the grease, and the water-loving end pulls the grease away from whatever youre trying to clean and toward the water. The soap holds the grease in the water until it is rinsed away. 10 Soapmaking was an established business in Europe by the 600s. In the American colonies, the first soapmakers arrived in 1608 on the second ship from England to reach Jamestown, Va. But for a long time many colonists and pioneers made their own soap. They boiled fat with wood-ash lye. (Lye was made by letting rainwater trickle through a barrel of wood ashes.) Lye soap was smelly and scratchy. By the 1850s, soapmaking was one of Americas fastest-growing industries. 11 Then, in the early 1900s, the first detergents were created. Instead of using fat or oil, detergents are made synthetically, created chemically from a variety of raw materials. By 1953, detergents outsold soaps in the United States and now can be found in soap bars as well as laundry and dishwashing agents. Each person in the US uses an average of 30-1 2 pounds of detergents and soaps each year. About 10 million tons of soaps and detergents were produced globally in 1998. 12 Mostly, soap is for cleaning. But it can be for fun, too. Check out the activities below.
Have some good clean fun

Bubble forecasts Bubbles are a good example of surface tension. The water molecules are drawn together. They form into the shape that gets them as close together as possible around the air inside the bubble. That shape is a sphere. If you want to impress your friends, tell them that you can predict when a bubble will pop. Heres how: Watch the top of the bubble closely. When a black band begins to form on top of the bubble, announce that it is ready to pop! Blow several bubbles and tell which one will pop first. The black band forms because the bubble wall becomes thinner before it pops. Gravity is pulling the moisture downward. Less light is being reflected at the top, and this results in a black band. Heres a bubble-liquid recipe from the Soap and Detergent Association: Combine 4-1 2 cups water with 12 cup of hand dishwashing detergent and 12 cup of corn syrup or glycerin. Magic moving toothpicks You need a straw, some sugar, and soap to make two toothpicks move in water. Fill a bowl with water and have two toothpicks ready. Then take a drinking straw and dip one end in a little sugar. (The sugar sticks better if you get that end of the straw wet first.) Dip the other end in a few drops of dishwashing detergent. Float the two toothpicks on the water. Leave enough space between them so you can dip the straw in the gap. First, dip in the end of the straw thats coated with sugar. The toothpicks will move together. Then put in the soapy end, and the toothpicks will move apart. Why? The sugar absorbs water. Not much, but enough to move the toothpicks toward each other as water moves into the sugar. The soap on the other end of the straw lowers the surface tension of the water so that it moves away from the straw and pushes the toothpicks outward.
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Reading
1
Why does the author include this text from paragraph 1 in the passage?
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Whats the best substance to clean your clothes with? Fat or oil, of course! A To explain how soap is made B To draw the reader into the passage C To explain how fat and oil work together D To make the reader skip to the next section A B C D
Based on the etymology of the word synthesis [from Gk. synthesis composition; from syntithenai put together], what does synthetic mean? Produced in large quantities Found naturally on the earth Formed by combining materials Manufactured by small companies
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Which of these is the best summary of The Mystery and History of Soap? A Adding ashes to oil is still the method for producing soap. B Every year, tons of soaps and detergents are manufactured and sold. C Soap has been useful and important to people for thousands of years. D Soap is important because it reduces bacteria, and it keeps people healthier.
What is the meaning of tension in paragraph 5? A B C D Suspense Stretching Emotional strain A measuring device
3
In paragraph 9, one end of a molecule of soap is hydrophilic and one end is hydrophobic. What does hydro mean? A B C D Side Agent Water Grease
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Reading
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What is the most likely reason the section Have some good clean fun is included in the passage?
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In the section titled Magic moving toothpicks, which of these steps must be done before toothpicks will move magically?
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A To help people produce better soap bubbles B To show how easily people can make their own soap C To give ideas for entertaining others with soap D To learn how to perform important scientific experiments with soap
A Dipping two toothpicks in water at the same time B Dipping one end of a toothpick in sugar and water C Dipping one end of a straw in sugar and one in soap D Dipping both ends of a straw in a mixture of sugar and soap
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In the section titled Bubble forecasts, what happens before a soap bubble pops? A Hot air pushes the moisture upward. B Gravity pulls the moisture downward. C The walls of the bubble become thicker. D The top of the bubble reflects more light.
What literary device is used in the text below? You need a straw, some sugar, and soap . . . A B C D Symbolism Alliteration Personification Understatement
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What genre is The Mystery and History of Soap? A B C D Myth Short story Legend Nonfiction
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Item Number
1
Correct Answer
B B
1.8.24 Determine the authors purpose as represented by the choice of genre, and literary devices employed. 1.8.05 Determine the meaning of a word in context when the word has multiple meanings. 1.8.01 Determine the meaning of an unknown word or content-area vocabulary using knowledge of prefixes, suffixes, and word roots (see Roots and Affixes list). 1.8.02 Use etymologies to determine the meanings of words. 1.8.16 Summarize a story or nonfiction passage, or identify the best summary. 1.8.24 Determine the authors purpose as represented by the choice of genre, and literary devices employed. 1.8.18 Identify the causes of events in a story or nonfiction account. 1.8.18 Identify the causes of events in a story or nonfiction account. 2.8.10 Identify literary devices: (e.g., figurative language, hyperbole, understatement, symbols, dialogue). 2.8.13 Identify various subcategories of genres: poetry, drama (comedy and tragedy), science fiction, historical fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay.
Longer Passage with Multiple-Choice Items
3 4 5 6 7 8 9
C C C C B C B
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To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm .
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Longer Passage Followed by Extended-Response Sample Item
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Reading
Giants0805I Giants0805I_AR1
This is a story about one parents experiences with Little League baseball. His descriptions of these games show how exciting and unpredictable a baseball game can be.
They Might Be Giants

by Dave Barry
1
OK, fans. Time for Great Moments in Sports. The situation is this: The Giants are playing a team whose name we did not catch in the hotly contested Little League Ages 6 and 7 Division, and the bases are loaded. The bases are always loaded in this particular Division for several reasons. First off, the coach pitches the ball to his own players. This is because throwing is not the strong suit of the players in the Ages 6 and 7 Division. They have no idea, when they let go of the ball, where its headed. They just haul off and wing it, really try to hurl that baby without getting bogged down in a lot of picky technical details such as whether or not there is now, or has ever been, another player in the area where the ball is likely to land. Generally there is not, which is good, because another major area of weakness, in the Ages 6 and 7 Division, is catching the ball. Until I became a parent, I thought children just naturally knew how to catch a ball, that catching was an instinctive biological reflex that all children are born with, like knowing how to operate a remote control or getting high fevers in distant airports. But it turns out that if you toss a ball to a child, the ball will just bonk off the childs body and fall to the ground. So you have to coach the child. I go out in the yard with my son, and I give him helpful tips such as: Catch the ball! And: Dont just let the ball bonk off your body! Thanks to this coaching effort, my son, like most of the players on the Giants, has advanced his game to the point where, just before the ball bonks off his body, he winces. So fielding is also not the strong suit of the Giants. They stand around the field, chattering to each other, watching airplanes, picking their noses, thinking about dinosaurs, etc. Meanwhile on the pitchers mound, the coach of the opposing team tries to throw the ball just right so that it will bounce off the bat of one of his players, because hitting is another major area of weakness in the Ages 6 and 7 Division.
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Reading
The real athletic drama begins once the opposing coach succeeds in bouncing the ball off the bat of one of his players, thus putting the ball into play and causing the fielders to swing into action. It reminds me of those table-hockey games, where you have a bunch of little men that you activate with knobs and levers, except that the way you activate the Giants is, you yell excitedly in an effort to notify them that the ball is headed their way. Because otherwise theyd probably never notice it. Robby! Ill yell if the ball goes near my son. The ball! Thus activated, Robby goes on Full Red Alert, looking around frantically until he locates the ball, which he picks up and eager to be relieved of the responsibility hurls in some random direction. Then, depending on where the ball is headed, some other parent will try to activate his child, and the ball will be hurled again and again, pinball-style, around the field, before ultimately bonking off the body of the first baseman. Of course at this point the batter has been standing on the base for some time. Fortunately, in this league, he is required to stop there; otherwise, he could easily make it to Japan. This is why the bases are always loaded, which is what leads us to todays Sports Moment. Standing on third base is James Palmieri, who is only 5, but who plays for the Giants anyway because his older brother, T.J., is on the team. James got on base via an exciting play: He failed to actually, technically, hit the ball, but the Giants wily coach, Wayne Argo, employed a classic bit of baseball strategy. Lets let James get on base, he said. And the other team agreed, because at this point the Giants were losing the hotly contested game by roughly 143 57. So here it is: James is standing on third, for the first time in his entire life, thinking about dinosaurs, and next to him, ready to activate, is his mom, Carmen. And now Coach Wayne is throwing the pitch. It is a good pitch, bouncing directly off the bat. Bedlam erupts as parents on both teams try to activate their players, but none is shouting with more enthusiasm than Carmen. Run, James! she yells, from maybe a foot away. Run! James, startled, looks up, and you can almost see the thought forming in his mind: Im supposed to run. And now he is running, and Carmen is running next to him, cheering him on, the two of them chugging toward the plate, only 15 feet to go, James about to score his first run ever. Then suddenly, incredibly, due to a semi-random hurl somewhere out in the field, there appears of all things: the ball. And this is a nightmare an opposing player actually catches it, and touches home plate and little James is OUT. Two things happen: Carmen stops. She says a bad word. A mom to the core. James, oblivious, keeps running. Chugs right on home, touches the plate smiling and wanders off, happy as a clam. You can have your Willie Mays catch and your Bill Mazeroski home run. For me, the ultimate mental picture is James and Carmen at that moment: the Thrill of Victory, the Agony of Defeat. A Great Moment in Sports.
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Reading
Assessment Objective: 2.8.06 Determine what characters are like by their words, thoughts, and
actions, as well as how other characters react to them.
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In the story, the author describes the behavior of adults at a little league game. Explain why adults behave as they do in this story. Use information from the story and your own observations and conclusions to support your answer.
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Extended-Response Scoring Rubric
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Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm.
Score
Criteria
Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented explicitly and implicitly. Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically through analysis, evaluation, inference, or comparison/contrast. Reader uses relevant and accurate references; most are specific and fully supported. Reader integrates interpretation of the text with text-based support (balanced). Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and implicitly. Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically (with some gaps) through analysis, evaluation, inference, or comparison/contrast. Reader uses relevant and accurate references; some are specific; some may be general and not fully supported. Reader partially integrates interpretation of the text with text-based support. Reader demonstrates an accurate but limited understanding of the text. Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making only limited connections to other situations or contexts. Reader uses irrelevant or limited references. Reader generalizes without illustrating key ideas; may have gaps. Reader demonstrates little or no understanding of the text; may be inaccurate. Reader makes little or no interpretation of the text. Reader uses no references or the references are inaccurate. Readers response is insufficient to show that criteria are met.
2 1 0
Readers response is absent or does not address the task. Readers response is insufficient to show that criteria are met.
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Grade: 8
Sample: 1
Score: 3
DIRECTIONS
Make sure you Read the question completely before you start to write your answer, Write your answer to the question in your own words, Write as clearly as you can so that another person can read your answer and understand what you were thinking, Read over your answer to see if you need to rewrite any part of it.
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*This response demonstrates a good understanding of the text by focusing on some key ideas, for example, . . . even if the kids lose, they will be happy; Parents on the other hand, want to win.; and by providing some interpretations, Even if they get an out, they will not realize it, and they will celebrate; and In reality, kids like to have fun. *The response makes some connections in the last paragraph, but the connections are not well supported. To obtain a higher score, the response needed to better reinforce statements made in the last paragraph and include explicit, text-based support. 28
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Grade: 8
Sample: 2
Score: 3
DIRECTIONS
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*This response demonstrates an accurate understanding of some key ideas presented in the essay; for example, . . . the moms and dads are more intense then the children. and . . . the children as they are playing are very spacy. The writer uses explicit and implicit text-based support to interpret some key points; for example, . . . a mother is described as a mom to the core. Which obviously means that she is horried when her son doesnt score. and . . . parents are like this only because they care for their child and want the best for them. *The response attempts to connect the text to a possible childhood experience, but the connection is weak and not well supported. To obtain a higher score, the response needed to better reinforce statements made to support the connection. 30
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g
Grade: 8
Sample: 3
Score: 4
DIRECTIONS
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*This response demonstrates a strong interpretation of the text by focusing on the key ideas, It is a parents job to encourage their child . . . and . . . it is very important to them that their child plays the game and wins. They probably feel that their childs success reects on their abilities as a parent. The writer uses explicit text references, for example, . . . activate . . .; . . . happy as a clam . . .; . . . a mom to the core . . ., along with implicit text references, . . . Little League team cannot throw and catch well . . .; . . . shouting at them to get their attention when the ball is near . . . In-depth analysis is evident; The adults in this story behave the way they do because it is very important to them that their child plays the game and wins.; . . . she displayed tipical behavior for a mom whose child didnt win. The child did his best, and felt over the moon. But the mother, ever the greatest fan, was let down when her son did not get the home run she was hoping for. *This response is well-balanced with both specic text-based references and student interpretations related to the passage.
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g
Grade: 8
Sample: 4
Score: 4
DIRECTIONS
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*This response demonstrates a very complete understanding of information in the passage. The writer cites numerous passage references to support interpretations; for example, James got out. James didnt care however. His mother on the other hand was furious. James mom is a mom to the core, meaning she wants her baby boy to win. Since he is out, he can no longer win. This dissapoints the mother . . . *This response is well-balanced with both specic, text-based references and interpretations related to the passage. 36
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Illinois Standards Achievement Test
Mathematics Samples
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Structure of the Grade 8 Mathematics ISAT

ISAT Mathematics testing in spring 2009 will consist of 30 norm-referenced items, as well as 45 criterionreferenced items, some of which will be used for developmental purposes. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Pearson, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All 75 items are aligned to the Illinois Mathematics Assessment Framework, which denes the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read, reect, or compute and then to select the alternative that best expresses what they believe the answer to be. This format is appropriate for quickly determining whether students have achieved certain knowledge and skills. Well-designed multiple-choice items can measure student knowledge and understanding, as well as students selection and application of problem-solving strategies. A carefully constructed multiple-choice item can assess any of the levels of mathematical complexity from simple procedures to sophisticated concepts. They can be designed to reach beyond the ability of students to plug-in alternatives or eliminate choices to determine a correct answer. Such items are limited in the extent to which they can provide evidence of the depth of students thinking. Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis for extrapolating about students approaches to problems. These items reduce the concern about guessing that accompanies multiple-choice items. The short-response items are scored with a rubric and count as 5% of the scale score of the test. Extended-response items require students to consider a situation that demands more than a numerical response. These items require students to model, as much as possible, real problem solving in a large-scale assessment context. When an extended-response item poses a problem to solve, the student must determine what is required to solve the problem, choose a plan, carry out the plan, and interpret the solution in terms of the original situation. Students are expected to clearly communicate their decision-making processes in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered steps). The extended-response items are scored with a rubric and count as 10% of the scale score of the test. Scoring Extended- and Short-Response Items Extended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expectations and a sample of actual student responses. Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers. Illinois educators play a substantial role in developing these guides used for the scoring of the short- and extended-response items. Committees of mathematics educators from throughout the state attend a validation meeting, during which they use the mathematics scoring rubrics to establish task-specic criteria that are used to score all short- and extended-response items consistently and systematically.
Answer Document for Grade 8 Mathematics ISAT

Students in grade 8 respond to all test items in a separate answer document. Test administrators should monitor students carefully during testing to make sure students are using the appropriate pages of the answer document, especially for the short- and extended-response items. 41
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Mathematics Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session. More details about how to administer this extra time will appear in the ISAT Test Administration Manual. This policy does not aect students who already receive extended time as determined by their IEP.
Mathematics ISAT Grade 8

Session 1 45 minutes Session 2 45 minutes Session 3 45 minutes
40 multiple-choice items (30 of these are an abbreviated form of the Stanford 10.) 30 multiple-choice items 3 short-response items 2 extended-response items (Some items will be pilot items.)
Calculator Use for Grade 8 Mathematics ISAT

All students in grade 8 are allowed to use a calculator during all sessions of the mathematics assessment. Students are allowed to use any calculator they normally use in their mathematics classes. Schools, teachers, and parents should be advised that when students attempt to use calculators with which they are unfamiliar, their performance may suer. In a like manner, students who are not taught when and how to use a calculator as part of their regular mathematics instructional program are also at risk.
Rulers for Grade 8 Mathematics ISAT

All students in grade 8 will be provided with a ruler to use during all sessions of the mathematics assessment. This ruler will allow students to measure in both inches and centimeters.
Inches
1
11 12 13 14
Scratch Paper for Grade 8 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1. Only session 1 contains norm-referenced items, which were normed under such conditions. Students may not use scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper. However, students must show their work, when required, for each short-response item in session 2 on the appropriate page in the answer document. Students must show their work for each extended-response item in session 3 on the appropriate pages in the answer document.
42
0
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Centimeters
2 3 4 ISAT GRADES FOUREIGHT

3 4 5 6 7 8 9 10
5
1 2
15
Reference Sheet for Grade 8 Mathematics ISAT

All students in grade 8 will be provided with a reference sheet to use during all sessions of the mathematics assessment. This reference sheet is shown below.
ISAT MATHEMATICS REFERENCE SHEET Grades 7 and 8
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Mathematics
3484834
3484834_AR1
3356844
Which point on the number line below best represents the value 210?
P 0 1 2 Q R 3 4 S 5 6
Paula multiplied a number by 16. Her result is a positive number less than 16. Which of these did Paula multiply by 16?
A
B C D
A B C D
Point P Point Q Point R Point S
A number between zero and one A number greater than one A number less than zero Zero
4 2
3 of a yard of string to 4 make bracelets. Each bracelet 1 requires of a yard of string. 8 Amy has What is the greatest number of bracelets Amy can make with this length of string? 8 A 6 4 C 3 D
3484856
3349305
Between which two consecutive 3 integers is 2 300?
B C D
6 and 7 17 and 18 75 and 76 100 and 101
3484862
Last year there were 80 students enrolled in the eighth-grade class. This year the number of students enrolled in the eighth-grade class increased by 10%. How many students are enrolled in the eighth-grade class this year? 8 A 81 B 88 90 D
GO ON
44
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Mathematics
3349312
3349312_AR1
3484863
4.5 in.
A company packs its coffee into cylindrical containers. The height of each container is 6 inches, and the radius of the container is 3 inches. Which is closest to the volume of one of these cylindrical containers? (Use 3.14 for .)
Which is closest to the circumference of this circle? (Use 3.14 for p.) A B 14 inches 20 inches
C D
28 inches 63 inches
A B C D
36 cubic inches 54 cubic inches 113 cubic inches 170 cubic inches
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3407469_AR1
3533987
3533987.AR1
Quadrilateral KLMN is an isosceles trapezoid with a perimeter of 32 cm.

L 8 cm M
What is the surface area of this rectangular prism?
3 feet K 14 cm N 3 feet 15 feet
What is the area of quadrilateral KLMN?
B C D
44 cm2 55 cm2 88 cm2 112 cm2
A B C D
135 square feet 155 square feet 180 square feet 198 square feet
GO ON
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45
Mathematics
10
When filled to capacity, a container holds 4.6 liters of liquid. How many milliliters (mL) is this? A B C D 0.46 mL 46 mL 460 mL 4600 mL
3349204
11
3528416
3528416_AR1
Use your inch ruler to help you answer this question. The picture shows the scale drawing of a tree.
height
1 inch represents 5 feet.
Which is closest to the height in feet of the actual tree? A B 10 feet 1 10 feet 2 1 12 feet 2 15 feet
C
D
GO ON
46
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Mathematics
12
1 1 1 1 3 3 3 3 4 5 5 5
3484864
14
Which is equivalent to the expression below?
3356856
Look at the addition patterns below.
9 7 7
16 9 25
A x 2 x 2 2 1
x 2
1
C x 1
How many consecutive odd integers starting with 1 must be added to produce 64? 6 A 7 B 8 9 D
13
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3400068_AR1
Which expression satisfies the pattern below?
n 0 1 2 3 4
? 0 1 4 9 16
A B
4n2 3n2
C D
n3 n2
GO ON
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Mathematics
15
Which represents the graph of y 3?
3400149
3400149_AR1 to AR4
y
10 10
-10
-5
10
-10
-5
10
-5
-5
-10
-10
A
y
10 10
C
y
-10
-5
10
-10
-5
10
-5
-5
-10
-10
GO ON
48
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Mathematics
16
3484869
3484869_AR1
18
The inequality 70 x 80 represents the range of the ideal water temperature, in degrees Fahrenheit, for Sammys fish.
3484873
Which of the following equations represents the relationship between x and y in the table?
x 0 1 2 3 4
y 2 5 8 11 14
Which statement is true about the situation? A B The ideal water temperature is less than 70 F. The ideal water temperature is greater than 80 F. The ideal water temperature is between 70 F and 80 F. The ideal water temperature is less than 70 F or greater than 80 F.
17
A B C D
y y y y
2x x 2 5x 3x 2
C
D
3484871
19
3530136
3530136_AR1-4
The graph of a line contains the points (5, 3) and (5, - 1). Which of the following must be true about the graph of this line?
Which graph best represents the solution to the inequality below?
- 4x
A
10
-6
A
B C D
The line intersects the x-axis. The slope of the line is negative. The line intersects the y-axis. The slope of the line is positive.
-4 -3 -2 -1 0 1 2 3 4 5 -4 -3 -2 -1 0 1 2 3 4 5 -4 -3 -2 -1 0 1 2 3 4 5
B C
-4 -3 -2 -1 0 1 2 3 4 5
GO ON
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Mathematics
20
3356108
22
3349352
3349352.AR1
1 Malia has 1 times more tennis 2 balls than Jolie. Together they have 20 tennis balls. How many tennis balls does Malia have? 8 A 10 B 12 15 D What is the circumference of this circle in terms of p? A B 65p cm 42.25p cm
6.5 cm
21
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What is the value of x in the triangle shown?
C D
13p cm 6.5p cm
70
56
(x 5)
24 A
49 B
54 C
59
GO ON
50
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Mathematics
23
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24
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3349355.AR1 to .AR5
Line l intersects parallel lines m and n as shown.
4 3
1 2
8 7
5 6
Which drawing represents the top view of this solid?
Which list contains all the angles that are congruent to 1?
B C D
3, 5, 7 3, 6, 8 2, 3, 4 2, 7, 8
GO ON
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Mathematics
25
XYZ is similar to RST.
X R 8 cm 10 cm 6 cm
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12 cm
What is the length of ST ? 10 cm A 9 cm 8.5 cm C 7.5 cm D
26
-10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 1 2 3 4 5 6 7 8 9 10
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The following pairs of numbers can be graphed on this number line. Which numbers have the same absolute value?
- 3 and 3 5 and 10 4 and - 8 - 2 and - 4
B C D
GO ON
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Mathematics
27
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The circle graph below represents a total of 240 animals at a zoo. The shaded sector represents the number of monkeys at this zoo.
240 Animals at a Zoo
Monkeys
30
How many monkeys are at this zoo? 8 A 20 30 C 72 D
GO ON
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Mathematics
28
3356854
3356854.AR1 to .AR4
Which scatter plot shows the line that best fits the data points given?
x
C
A
y y
x
B D
GO ON
54
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Mathematics
29
3349244
30
3530126
Mike has only 2 red apples and 3 green apples in a bowl. Without looking he chooses an apple and gives it to his sister. Then he chooses an apple for himself. What is the probability that he and his sister will each get a red apple? 10% 30% B 40% C 60% D
The student council is making snack bags for a class trip. Each snack bag will contain: 1 type of drink 1 type of cookie 1 type of fruit To make each snack bag, they will choose from 2 types of drinks, 4 types of cookies, and 2 types of fruit. How many combinations of 1 type of drink, 1 type of cookie, and 1 type of fruit are possible? A B C D 3 8 16 48
STOP
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Item Number
1 2
Correct Answer
C B
6.8.07 Identify and locate rational and irrational numbers (e.g., , a number line. 2, 5 ) on
6.8.09 Solve problems and number sentences involving addition, subtraction, multiplication, and division using rational numbers, exponents, and roots. 6.8.12 Describe the effect of multiplying and dividing by numbers, including the effect of multiplying or dividing a rational number by: a number less than zero; zero; a number between zero and one; and a number greater than one. 6.8.14 Estimate the square or cube root of a number less than 1,000 between two whole numbers (e.g., 3 200 is between 5 and 6). 6.8.18 Solve number sentences and problems involving fractions, decimals, and percents (e.g., percent increase and decrease, interest rates, tax, discounts, tips). 7.8.02 Solve problems involving perimeter/circumference and area of polygons, circles, and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 7.8.02 Solve problems involving perimeter/circumference and area of polygons, circles, and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 7.8.04 Solve problems involving the volume or surface area of a right rectangular prism, right circular cylinder, or composite shape using an appropriate formula or strategy. 7.8.04 Solve problems involving the volume or surface area of a right rectangular prism, right circular cylinder, or composite shape using an appropriate formula or strategy. 7.8.05 Solve problems involving unit conversions within the same measurement system for length, weight/mass, capacity, square units, and measures expressed as rates (e.g., converting feet/second to yards/minute). 7.8.06 Solve problems involving scale drawings, maps, and indirect measurement (e.g., determining the height of a building by comparing its known shadow length to the known height and shadow length of another object). 8.8.01 Analyze, extend, and create sequences or linear functions, and determine algebraic expressions to describe the nth term of a sequence.
10
11
12
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Item Number
13 14 15
Correct Answer
D B D
8.8.01 Analyze, extend, and create sequences or linear functions, and determine algebraic expressions to describe the nth term of a sequence. 8.8.04 Recognize and generate equivalent forms of algebraic expressions. 8.8.07 Represent linear equations and quantitative relationships on a rectangular coordinate system, and interpret the meaning of a specific part of a graph. 8.8.08 Translate between different representations (table, written, graphical, or pictorial) of whole number relationships and linear expressions. 8.8.09 Interpret the meaning of slope and intercepts in linear situations. 8.8.11 Represent and analyze problems with linear equations and inequalities. 8.8.12 Solve linear equations and inequalities in one variable over the rational numbers (e.g., 5x+7= 13, 4x3= 7x+8, 2x+3>5). 8.8.13 Solve word problems involving unknown quantities. 9.8.02 Solve problems that require knowledge of triangle and quadrilateral properties (e.g., triangle inequality). 9.8.04 Identify, describe, and determine the radius, diameter, and circumference of a circle and their relationship to each other and to pi. 9.8.08 Identify or analyze relationships of angles formed by intersecting lines (including parallel lines cut by a transversal) and angles formed by radii of a circle. 9.8.10 Identify front, side, and top views of a threedimensional solid built with cubes. 9.8.11 Solve problems involving congruent and similar figures. 9.8.12 Relate absolute value to distance on the number line. 10.8.01 Read, interpret (including possible misleading characteristics), and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two or three circles), chart/table, line graph, scatter plot, circle graph, stemandleaf plot, or histogram. 10.8.04 Identify or draw a reasonable approximation of the line of best fit from a set of data or a scatter plot, and use the line to make predictions. 10.8.06 Solve problems involving the probability of an event composed of repeated trials, compound events (including independent events), or future events with or without replacement. 10.8.08 Solve simple problems involving the number of ways objects can be arranged (permutations and combinations).
16 17 18 19 20 21 22
D A C D C D C
23
24 25 26
D B A
27
28
29
30
To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm.
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58
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Mathematics Short-Response Scoring Rubric Followed by Student Samples
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Mathematics Short-Response Scoring Rubric

The following rubric is used to score the short-response items for all grade levels.
SCORE LEVEL DESCRIPTION
2 1 0
Completely correct response, including correct work shown and/or correct labels/units if called for in the item Partially correct response No response, or the response is incorrect
Using Short-Response Samples

Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions immediately prior to session 2. ISBE encourages educators to practice these types of items with students during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE SHORT-RESPONSE QUESTION

Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50, a sandwich that costs 90, and fruit that costs 35. Exactly how much money does Sam need to buy lunch for 5 days? Show your work and label your answer.
SAMPLE SHORT-RESPONSE ANSWER
$ 75 50 + 90 + 35 = ch1.day ea
for
My answer
$8.75
1.75 1.75 1.75 1.75 + 1.75 ___ $8.75 for five days
3 2
Please refer to the 2006 and 2007 ISAT sample books for additional short-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm). 60
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Blank Short-Response Template

Mathematics - Session 2 Question 1
Write your response to question 1 on this page. Only what you write on this page will be scored.
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Mathematics Short-Response Sample Item 1

Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 9.8.09, Solve problems involving vertical, complementary, and supplementary angles.
1
The lines shown intersect at point P.
3403483
3403483_AR1
1 P 2
If the measure of Show your work.
60 and the measure of
(4x
36), what is the value of x?
62
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Short-Response Student Sample 1A
Short-Response Student Sample 1A Rubric Score Point = 2 Note: The student sets the equation equal to 60 and correctly solves for x (6=x).
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Short-Response Student Sample 1B
Short-Response Student Sample 1B Rubric Score Point = 2 Note: The student sets the expression 4 6 36 equal to 60 and correctly solves for x (x=6).
64
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Short-Response Student Sample 1C
Short-Response Student Sample 1C Rubric Score Point = 1 Note: The student sets the expression 4x 36 equal to 60 but, due to a computation error, arrived at an incorrect answer (x=8).
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Mathematics Short-Response Sample Item 2

Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 8.8.13, Solve word problems involving unknown quantities.
3400047
There are 24 students in Mr. Reynas class. Each student is wearing either a hat, or gym shoes, or both a hat and gym shoes. 16 students are wearing hats. 20 students are wearing gym shoes. How many students in Mr. Reynas class are wearing both a hat and gym shoes? Show your work.
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Short-Response Student Sample 2A
Short-Response Student Sample 2A Rubric Score Point = 2 Note: The student provides a drawing with the correct number of students, hats, and gym shoes to depict the strategy used to reach the answer. The student correctly draws circles connecting those who wear both hats and gym shoes. The student correctly states the answer as, 12 students are wearing both.
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Short-Response Student Sample 2B
Short-Response Student Sample 2B Rubric Score Point = 2 Note: The student correctly represents the data using a Venn diagram to show the number of students wearing only hats, only shoes, and both. The student correctly states the answer as, 12 students in Mr. Reynas class are wearing both a hat and gym shoes.
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Short-Response Student Sample 2C
Short-Response Student Sample 2C Rubric Score Point = 1 Note: The student provides a correct algorithm for solving the problem (20 16 24). Due to a computation error (20 16 26), the student arrives at an incorrect answer of 2.
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70
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Mathematics Extended-Response Scoring Rubric Followed by Student Samples
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Mathematics Extended-Response Scoring Rubric

The following rubric is used to score the extended-response items for all grade levels. A student-friendly version of this extended-response scoring rubric is available online at www.isbe.net/assessment/math.htm.
SCORE LEVEL
MATHEMATICAL KNOWLEDGE: Knowledge of mathematical principles and concepts which result in a correct solution to a problem.
STRATEGIC KNOWLEDGE: Identification and use of important elements of the problem that represent and integrate concepts which yield the solution (e.g., models, diagrams, symbols, algorithms).
EXPLANATION: Written explanation of the rationales and steps of the solution process. A justification of each step is provided. Though important, the length of the response, grammar, and syntax are not the critical elements of this dimension.
shows complete understanding of the identifies all important elements of gives a complete written explanation of the problems mathematical concepts and the problem and shows complete solution process; clearly explains what was principles understanding of the relationships among done and why it was done elements uses appropriate mathematical terminology may include a diagram with a complete and notations including labeling answer if shows complete evidence of an appropriate explanation of all its elements appropriate strategy that would correctly solve the problem executes algorithms and computations completely and correctly shows nearly complete understanding of identifies most of the important elements the problems mathematical concepts and of the problem and shows a general principles understanding of the relationships among them uses mostly correct mathematical terminology and notations shows nearly complete evidence of an appropriate strategy for solving the executes algorithms completely; problem computations are generally correct but may contain minor errors shows some understanding of the problems mathematical concepts and principles uses some correct mathematical terminology and notations may contain major algorithmic or computational errors shows limited to no understanding of the problems mathematical concepts and principles may misuse or fail to use mathematical terminology and notations attempts an answer identifies some important elements of the problem but shows only limited understanding of the relationships among them shows some evidence of a strategy for solving the problem gives a nearly complete written explanation of the solution process; clearly explains what was done and begins to address why it was done may include a diagram with most of its elements explained
gives some written explanation of the solution process; either explains what was done or addresses why it was done explanation is vague, difficult to interpret, or does not completely match the solution process may include a diagram with some of its elements explained gives minimal written explanation of the solution process; may fail to explain what was done and why it was done explanation does not match presented solution process may include minimal discussion of the elements in a diagram; explanation of significant elements is unclear no written explanation of the solution process is provided
fails to identify important elements or places too much emphasis on unrelated elements reflects an inappropriate strategy for solving the problem; strategy may be difficult to identify
no answer attempted
no apparent strategy
72
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Using Extended-Response Samples

Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shown below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions immediately prior to session 3. ISBE encourages educators to practice these types of items with students during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE EXTENDED-RESPONSE PROBLEM

Mrs. Martin wants to put tiles on the floor by the front door of her house. She wants to use 3 different colors of tiles in her design. She also wants 1 of the tiles to be blue, 2 1 of the tiles to be gray, and 4 1 of the tiles to be red. 4 Use the grid below to design a floor for Mrs. Martin. Label each tile with the first letter of the color that should be placed there.
Show all your work. Explain in words how you found your answer. Tell why you took the steps you did to solve the problem.
SAMPLE EXTENDED-RESPONSE SOLUTION
B B G R
B B G R
B B G R
B B G R
B B G R
B B G R
1 2 blue 1 gray 4 1 4 red
First, I know that there are 4 equal rows, so 2 rows is half and 1 1 row is . So I made 2 rows B for blue because she wants 4 half the tiles blue. Then I made 1 row G for gray because she 1 wants of the tiles to be gray. Since she wants gray and red 4 to be the same amount of tiles, I made the last row R for red.
Please refer to the 2006 and 2007 ISAT sample books for additional extended-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
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Blank Extended-Response Template

Mathematics - Session 3 Problem 1
74
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Mathematics - Session 3
Problem 1-continued
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76
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Mathematics Extended-Response Sample Item 1

Below is an extended-response sample item, followed by 3 student samples. This extended-response sample item is classified to assessment objective 10.8.03, Create a bar graph, chart/table, line graph, or circle graph and solve a problem using the data in the graph for a given set of data.
1
bake. Of those people,
3406769
In a recent survey, 72 people who like to bake were asked to choose their favorite item to 1 1 1 chose cake, chose bread, chose cookies, and the rest chose pie 4 8 2
as their favorite item to bake. Create a graph to represent this information. Be sure to label all parts of your graph and include a title. Show all your work. Explain in words how you created your graph. Write why you took the steps you did to solve the problem.
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Extended-Response Student Sample 1A
78
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Extended-Response Student Sample 1A Continued
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Extended-Response Student Sample 1B
80
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Extended-Response Student Sample 1B Continued
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Extended-Response Student Sample 1C
82
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Extended-Response Student Sample 1C Continued
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Scoring Guide for People Who Bake

Any type of pictorial display was accepted as a graph. Depending upon the type of graph students choose, students must nd the missing number, fraction, or percent of people who chose pie (9, 1/8, or 12.5%, respectively).
Extended-Response Student Sample 1A

MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4
The response shows complete understanding of the problems mathematical concepts and principles. The student provides a correctly drawn bar graph with correct labels and titles. The student executes all algorithms and computations completely and correctly.
4
The response shows complete evidence of an appropriate strategy that correctly solves the problem. The student selects a bar graph to represent the information. The bar lengths correctly identify the relationships between the categories.
4
The response provides a complete explanation of the solution process, clearly explaining what was done and why it was done (try to find out how many people were the ones who bakecake, cookies, Bread, and pieBy that, you would dividethen add the numbers...But then subtract 72-63 So 9 people or 1/8 baked pie). The student further explains what was done to create the scale and why (I ordered it by 6measure the number of people who baked their favorite item in the bar graph).
Extended-Response Student Sample 1B

4
The response shows complete understanding of the problems mathematical concepts and principles. The student provides a correctly drawn circle graph with correct labels and titles. The student executes all algorithms and computations completely and correctly.
4
The response shows complete evidence of an appropriate strategy that correctly solves the problem. The student selects a circle graph to represent the information. The circle graph sectors correctly identify the relationships between the categories.
4
The response provides a complete explanation of the solution process, clearly explaining what was done and why it was done (I converted the fractionsto find out how many people choose to bake cake, cookies, bread. I then added upso that I can take the answer away from 72Next I made a pie chart, because it shows a percentage or fraction of how many people like baking bread, cookies, cake, pie).
84
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Extended-Response Student Sample 1C

2
The response shows some understanding of the problems mathematical concepts and principles by correctly calculating the number of people who bake cake, bread, and cookies. However, the student fails to calculate the number of people who bake pies and consequently does not address a major portion of the mathematical concept.
2
The response shows some evidence of a strategy for solving the problem. The student understands that a pictorial representation can be used to display the data.
2
The response provides some written explanation of the solution process by explaining what was done (Then I divided 72 by 2 and I came up with 36).
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1 2 3 4 5 6 7 8 9 10 11 12 A B C D E

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ISAT Sample Book GR 8

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ISAT

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

Illinois Standards Achievement Test

2009 ISAT Grade 8 Sample Book

Structure of the Grade 8 Reading ISAT

Reading ISAT Grade 8

Shorter Passage Followed by Multiple-Choice Sample Items

2009 ISAT Grade 8 Sample Book

Answer Key with Assessment Objectives Identied

Longer Passage Followed by Multiple-Choice Sample Items

The mystery & history of SOAP

Have some good clean fun

2009 ISAT Grade 8 Sample Book

Answer Key with Assessment Objectives Identied

Longer Passage with Multiple-Choice Items

Longer Passage Followed by Extended-Response Sample Item

They Might Be Giants

2009 ISAT Grade 8 Sample Book

Extended-Response Scoring Rubric

2009 ISAT Grade 8 Sample Book

Reading Extended-Response Scoring Rubric

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

2009 ISAT Grade 8 Sample Book

Illinois Standards Achievement Test

2009 ISAT Grade 8 Sample Book

Structure of the Grade 8 Mathematics ISAT

Answer Document for Grade 8 Mathematics ISAT

2009 ISAT Grade 8 Sample Book

Mathematics ISAT Grade 8

Calculator Use for Grade 8 Mathematics ISAT

Rulers for Grade 8 Mathematics ISAT

Scratch Paper for Grade 8 Mathematics ISAT

2 3 4 ISAT GRADES FOUREIGHT

2009 ISAT Grade 8 Sample Book

Reference Sheet for Grade 8 Mathematics ISAT

ISAT MATHEMATICS REFERENCE SHEET Grades 7 and 8

Point P Point Q Point R Point S

Between which two consecutive 3 integers is 2 300?

6 and 7 17 and 18 75 and 76 100 and 101

Quadrilateral KLMN is an isosceles trapezoid with a perimeter of 32 cm.

What is the surface area of this rectangular prism?

3 feet K 14 cm N 3 feet 15 feet

What is the area of quadrilateral KLMN?

44 cm2 55 cm2 88 cm2 112 cm2

1 inch represents 5 feet.

Look at the addition patterns below.

Which expression satisfies the pattern below?

Which graph best represents the solution to the inequality below?

What is the value of x in the triangle shown?

Line l intersects parallel lines m and n as shown.

Which drawing represents the top view of this solid?

Which list contains all the angles that are congruent to 1?

What is the length of ST ? 10 cm A 9 cm 8.5 cm C 7.5 cm D

- 3 and 3 5 and 10 4 and - 8 - 2 and - 4