NEBRASKA STATE ACCOUNTABILITY MATHEMATICS ITEM
NEBRASKA STATEACCOUNTABILITYMATHEMATICSITEM AND SCORING SAMPLERGRADE 7Nebraska State Accountability assessments are administered by the Nebraska Department of Education (NDE).301 Centennial Mall South – P.O. Box 94987 – Lincoln, Nebraska 68509 – (402) 471-2495
NeSAMath SamplerInformationTableof ContentsAbout the Item and Scoring SamplerINFORMATION ABOUT THE ITEM AND SCORING SAMPLERGeneral Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Sampler Contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose and Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Item Format and Scoring Guidelines. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Multiple Choice (MC): . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Auto-Scored Constructed Response (ASCR):. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Depth of Knowledge. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Item and Scoring Sampler Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Additional Information. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3ITEMSMultiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Auto-Scored Constructed Response Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27NeSA-Mathematics Item and Scoring Sampler – Grade 7ii
NeSAMath SamplerInformation About the Item and Scoring SamplerGENERAL INTRODUCTIONThe Nebraska Department of Education provides districts and schools with tools to assist in deliveringfocused instructional programs aligned to the state assessment system. These tools include Table ofSpecifications documents, administration manuals, and content-based item and scoring samplers. ThisItem and Scoring Sampler is a useful tool for Nebraska educators in the preparation of local instructionalprograms and the statewide NeSA-MATH.SAMPLER CONTENTSThis sampler contains test questions (items) that have been written to align to the assessment indicatorsthat are based on the Nebraska College- and Career-Ready Mathematics Standards. The test questionsprovide a simulation of the types of items that will appear on an operational Nebraska College- andCareer‑Ready NeSA-MATH. Each sample test question has been through a rigorous review process to ensurealignment with the assessment indicators.PURPOSE AND USESThe purpose of the sampler is to expose teachers and administrators to new item types and to show howthese items align to the revised Nebraska College- and Career-Ready Mathematics Standards. Many of theitems provided in the sampler will be accessible to students in the form of MATH Practice Tests, GuidedPractice Tests, and Online Tools Training resources.ITEM FORMAT AND SCORING GUIDELINESThe Nebraska College- and Career-Ready NeSA-MATH has two types of test questions. The types of testquestions are Multiple-Choice (MC) and Auto-Scored Constructed Response (ASCR).MULTIPLE CHOICE (MC):All MC items have four answer choices, including three distractors and one correct answer. Distractorsrepresent common miscalculations, incorrect logic, common misinterpretations, unsound reasoning, etc. Acorrect response to an MC item is worth one point.AUTO-SCORED CONSTRUCTED RESPONSE (ASCR):ASCR item types provide a new forum in which to address higher-level thinking skills without the use ofhand-scored test questions. Using the expansive features and functions of online testing, developers willincorporate technical enhancements to the test question, the response area, and/or the stimulus. Itemtypes may include drag-and-drop, hot-spot, and in-line selection of multiple answers from drop-downmenus. Students will be able to manipulate information within dynamic tasks such as dragging and pastingelements, using manipulatives, and selecting multiple answers from a variety of presentation methods. EachASCR test question is worth 2 points.NeSA-Mathematics Item and Scoring Sampler – Grade 71
NeSAMath SamplerInformation About the Item and Scoring SamplerDEPTH OF KNOWLEDGEIn addition to being aligned to the standards, the sample items included in this sampler were also developedwith a particular emphasis on cognitive complexity, or Depth of Knowledge (DOK). The DOK level is alsoprovided for each item in this sampler in the Item Information Table. DOK measures the level of cognitivedemand required to complete an assessment item. The following descriptions show the expectations of theDOK levels in greater detail.Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure,as well as performing a simple algorithm or applying a formula. That is, in mathematics, a one-step, welldefined, and straight algorithmic procedure should be included at this lowest level. Other key words thatsignify Level 1 include “identify,” “recall,” “recognize,” “use,” and “measure.” Verbs such as “describe” and“explain” could be classified at different levels, depending on what is to be described and explained.Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response.A Level 2 assessment item requires students to make some decisions as to how to approach the problem oractivity, whereas Level 1 requires students to demonstrate a rote response, perform a well-known algorithm,follow a set procedure (like a recipe), or perform a clearly defined series of steps. Keywords that generallydistinguish a Level 2 item include “classify,” “organize,” ”estimate,” “make observations,” “collect and displaydata,” and “compare data.” These actions imply more than one step. For example, to compare data requiresfirst identifying characteristics of objects or phenomena and then grouping or ordering the objects. Someaction verbs, such as “explain,” “describe,” or “interpret,” could be classified at different levels depending onthe object of the action. For example, interpreting information from a simple graph, or reading informationfrom the graph, also are at Level 2. Interpreting information from a complex graph that requires somedecisions on what features of the graph need to be considered and how information from the graph can beaggregated is at Level 3. Level 2 activities are not limited only to number skills, but may involve visualizationskills and probability skills. Other Level 2 activities include noticing or describing non-trivial patterns;explaining the purpose and use of experimental procedures; carrying out experimental procedures;making observations and collecting data; classifying, organizing, and comparing data; and organizing anddisplaying data in tables, graphs, and charts.Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of thinkingthan the previous two levels. In most instances, requiring students to explain their thinking is at Level 3.Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3are complex and abstract. The complexity does not result from the fact that there are multiple answers, apossibility for both Levels 1 and 2, but because the task requires more demanding reasoning. An activity,however, that has more than one possible answer and requires students to justify the response they givewould most likely be at Level 3. Other Level 3 activities include drawing conclusions from observations,citing evidence and developing a logical argument for concepts, explaining phenomena in terms ofconcepts, and deciding which concepts to apply in order to solve a complex problem.NeSA-Mathematics Item and Scoring Sampler – Grade 72
NeSAMath SamplerInformation About the Item and Scoring SamplerITEM AND SCORING SAMPLER FORMATSample questions are provided in this sampler, along with any related stimulus information such as apassage or graphic. Following each test question is an item information table.Example Response Item Information TableItem InformationAlignmentAnswer KeyDepth of KnowledgeFocusAssignedIndicatorAssigned indicator definitionCorrect AnswerAssigned DOKOption AnnotationsBrief answer option analysis or rationaleSkill/TaskThe NeSA-MATH is administered primarily online. Although there is a paper-pencil format, the examples inthis sampler include samples of students’ responses in online format.ADDITIONAL INFORMATIONFor more information related to the Nebraska plan and schedule for making the transition toNeSA‑Mathematics, see http://www.education.ne.gov/Assessment and select the link on the left titled“CCR MATH Transition.”NeSA-Mathematics Item and Scoring Sampler – Grade 73
NeSAMath SamplerItemsMULTIPLE-CHOICE ITEMS1.The height of a plant is 9 inches. The plant grows 1 inch each day. Which equation shows how}8to find the height of the plant, in inches, y, after x days?A.y 0.125x 9B.y 9x 0.125C.y 9 x}8D.y } 1 x72Item InformationAlignmentMA 7.2.3.bAnswer KeyADepth of Knowledge2FocusWriting TwoStep Equation toRepresent RealWorld ProblemWrite a two-step equation to represent real-world problemsinvolving rational numbers in any form.Option AnnotationsThe student is asked to write an equation to represent thegiven situation. Option A is the correct answer since the rateof change is 1 or 0.125, and the initial value is 9. Option B is}8incorrect since the rate of change and initial value are reversedin y 9x 0.125. Option C is incorrect since the rate ofchange and initial value are multiplied to create an incorrectrate of change of 9 . Option D is incorrect since the rate of}8change and the inverse of the initial value are multiplied tocreate an incorrect rate of change of } 1 .72NeSA-Mathematics Item and Scoring Sampler – Grade 74
NeSAMath Sampler2.ItemsSam can finish a running course in 6.5 minutes. His goal is to reduce his time to 5 minutes.Which inequality represents the times, t, Sam could achieve that meet his goal?A.t 5B.t 5C.t 1.5D.t 1.5Item InformationAlignmentMA 7.2.3.dSolve real-world problems with inequalities.Answer KeyBOption AnnotationsDepth of Knowledge1The student is asked to solve the problem by creating aninequality that represents the given situation. Option B is thecorrect answer since the solution set of the inequality t 5includes all values less than or equal to 5. Option A is incorrectsince the solution set of the inequality t 5 includes all valuesgreater than or equal to 5. Option C is incorrect since thesolution set of the inequality t 1.5 includes all values greaterthan or equal to 1.5 (*note: 1.5 is the difference of 6.5 and 5).Option D is incorrect since the solution set of the inequalityt 1.5 includes all values less than or equal to 1.5.FocusReal-WorldInequalitiesNeSA-Mathematics Item and Scoring Sampler – Grade 75
NeSAMath Sampler3.ItemsA store sells all of its products at a price 15% greater than the price the store paid for theproduct. How much does the store sell a product for when the store paid 120 for the product?A. 102B. 135C. 138D. 180Item InformationAlignmentMA 7.2.3.eAnswer KeyCDepth of Knowledge2FocusSolving RealWorld Problemswith PercentMark-UpUse proportional relationships to solve real-world problems,including percent problems (e.g., % increase, % decrease,mark-up, tip, simple interest).Option AnnotationsThe student is asked to solve the problem by finding the priceof an item with a 15% mark-up. Option C is the correct answersince the proportion 115 } x can be used to find x 138.}100 120Option A is incorrect since 102 is the value of a 15% markdown. Option B is incorrect since 135 is the sum of 15 and120. Option D is incorrect since 180 is the product of 18 (15%of 120) and 10.NeSA-Mathematics Item and Scoring Sampler – Grade 76
NeSAMath Sampler4.ItemsUse the figure below to answer the question.600 meters1000 meters400 meters1200 metersThe figure shows three pieces of land available for development. What is the total area of theland available for development?A.840,000 m2B.1,020,000 m2C.1,080,000 m2D.1,200,000 m2Item InformationAlignmentMA 7.3.3.aAnswer KeyBDepth of Knowledge2FocusSolving RealWorld Problemswith Area ofCompositeShapesSolve real-world problems involving perimeter and area ofcomposite shapes made from triangles, quadrilaterals andpolygons.Option AnnotationsThe student is asked to solve the problem by finding the areaof the figure shown. Option B is the correct answer since1,200 400 480,000 (area of bottom rectangle),600 600 360,000 (area of top right square),300 600 180,000 (area of triangle),and 480,000 360,000 180,000 1,020,000.Option A is incorrect since 480,000 is the sum of the areasof the rectangles only. Option C is incorrect since 1,080,000is the value of (600 1,000) (400 1,200), assumingoverlapping rectangles. Option D is incorrect since 1,200,000is the area of a 1,200 by 1,000 rectangle.NeSA-Mathematics Item and Scoring Sampler – Grade 77
NeSAMath Sampler5.ItemsUse the diagram of a block below to answer the question.3 inches1 inch2 inches3 inches2 inches7 inchesWhat is the surface area of the block?A.48 square inchesB.92 square inchesC.104 square inchesD.116 square inchesItem InformationAlignmentMA 7.3.3.bSolve real-world problems involving surface area and volumeof composite shapes made from rectangular and triangularprisms.Answer KeyBOption AnnotationsDepth of Knowledge2The student is asked to solve the problem by finding thesurface area of the figure shown. Option B is the correctanswer since 21 21 14 14 6 6 82 (surface area ofbottom prism), 6 6 3 3 2 2 22 (surface are of topprism), 82 22 104 (combined surface area of the prisms),and 104 – 6 – 6 92 (surface area of figure minus overlaps).Option A is incorrect since 48 is the value of the volume of thefigure. Option C is incorrect since 104 is the combined surfacearea of the prisms, not accounting for the area of overlap.Option D is incorrect since 116 is the value of 104 6 6where the overlapped areas are added instead of subtracted.FocusSolvingReal-WorldProblems withSurface Areaof CompositeShapesNeSA-Mathematics Item and Scoring Sampler – Grade 78
NeSAMath Sampler6.ItemsWhat is the value of the expression 2g h when g 3.5 and h 7?A.6.2B.10.7C.14D.21Item InformationAlignmentMA 7.2.2.cGiven the value of the variable(s), evaluate algebraicexpressions (including absolute value).Answer KeyCOption AnnotationsDepth of Knowledge1The student is asked to find the value of the expression giventhe values of the variables. Option C is the correct answersince 2(3.5) 7 7 7 14. Options A, B, and D are incorrectsince those are not the values of the expression when it isevaluated with the given values of the variables.FocusEvaluatingAlgebraicExpressionsGiven Value ofVariablesNeSA-Mathematics Item and Scoring Sampler – Grade 79
NeSAMath Sampler7.ItemsUse the picture below to answer the question.ACCBCWhat is the probability of spinning a C?A.1 }5B.1 } 3C.2 }5D.3 } 5Item InformationAlignmentMA 7.4.3.bAnswer KeyDDepth of Knowledge1FocusRepresentingTheoreticalProbability withFractionDescribe the theoretical probability of an event using afraction, percentage, and decimal.Option AnnotationsThe student is asked to use the picture to find the probabilityof a given event. Option D is the correct answer since 3 means}5there are 3 parts labeled “C” out of a total of 5 equal parts.Option A is incorrect since 1 means there is only 1 part labeled}5“C” out of a total of 5 equal parts. Option B is incorrect since 1 means there is 1 part labeled “C” out of a total of 3 equal}3parts. Option C is incorrect since 2 means there are 2 parts}5labeled “C” out of a total of 5 equal parts.NeSA-Mathematics Item and Scoring Sampler – Grade 710
NeSAMath Sampler8.ItemsTiffany bought 12 songs for 1.09 per song. Which equation shows the BEST estimate of thetotal cost?A.10 1 10B.10 2 20C.12 1 12D.12 2 24Item InformationAlignmentMA 7.1.2.eEstimate and check reasonableness of answers usingappropriate strategies and tools.Answer KeyCOption AnnotationsDepth of Knowledge1The student is asked to identify the equation that shows thebest estimate of the product of 12 and 1.09 to the nearestwhole number. Option C is the correct answer since 12is already a whole number and 1.09 is closer to 1 than 2.Option A is incorrect since using the whole number 12 is moreaccurate than rounding to 10. Option B is incorrect since usingthe whole number 12 is more accurate than rounding to 10,and 1.09 is closer to 1 than 2. Option D is incorrect since 1.09is closer to 1 than 2.FocusEstimating withEquationsNeSA-Mathematics Item and Scoring Sampler – Grade 711
NeSAMath Sampler9.ItemsWhich inequality is equivalent to p 1 5 ?}}4 8A.p 3 }8B.p 3 }8C.p 7 }8D.p 7 }8NeSA-Mathematics Item and Scoring Sampler – Grade 712
NeSAMath SamplerItemsItem InformationAlignmentMA 7.2.2.eAnswer KeyBDepth of Knowledge1FocusSolving OneStep Inequalitieswith FractionsSolve one-step inequalities involving integers and rationalnumbers and represent solutions on a number line.Option AnnotationsThe student is asked to solve the inequality. Option B is thecorrect answer sincep 1 5 ,}}4 85p 1 – 1 – 1}} }} ,4 4 8 4p 3 .}8Option A is incorrect since p 3 is the solution to the}8inequalityp 1 5 ,}}4 85p 1 – 1 – 1}} }} ,4 4 8 4and p 3 .}8Option C is incorrect since p 7 is the solution to the}8inequalityp–1 5 ,}}4 8p–1 } 1 5 1 ,}}}4 4 8 4and p 7 .}8Option D is incorrect since p 7 is the solution to the}8inequalityp–1 5 ,}}4 8p–1 } 1 5 1 ,}}}4 4 8 4and p 7 .}8NeSA-Mathematics Item and Scoring Sampler – Grade 713
NeSAMath SamplerItems10. What is the value of 0.3 1 ?}5A.1 }8B.0.45C.0.5D.4 } 5Item InformationAlignmentMA 7.1.2.bAdd, subtract, multiply, and divide rational numbers (e.g.,positive and negative fractions, decimals, and integers).Answer KeyCOption AnnotationsDepth of Knowledge1The student is asked to find the sum of 0.3 and 1 . Option C is}5the correct answer since 1 0.2, and 0.3 0.2 0.5,}5OR 0.3 } 3 , and 1 } 2 , then } 3 } 2 } 5 0.5. Option A}5 101010 10 10is incorrect since the 3 from 0.3 is added to denominator 5to make 8 in 1 . Option B is incorrect since 0.3 is added to}8numerator 1 (as 0.1) to make 0.4, and denominator 5 is treatedFocusAdding RationalNumbersas 0.05 to make 0.4 0.05 0.45. Option D is incorrect sincethe 3 from 0.3 is added to numerator 1 to make 4 in 4 .}5NeSA-Mathematics Item and Scoring Sampler – Grade 714
NeSAMath SamplerItems11. Use the picture below to answer the question.On a street, a car can travel no more than 35 miles per hour. Which inequality represents thissituation?A.s 35B.s 35C.s 35D.s 35Item InformationAlignmentMA 7.2.1.aAnswer KeyBDepth of Knowledge1FocusCreatingInequalities fromWordsDescribe and create an inequality from words and pictures(e.g., one-step, one-variable).Option AnnotationsThe student is asked to create an inequality that representsthe given situation. Option B is the correct answer since thesolution set to s 35 includes all values less than or equalto 35. Option A is incorrect since the solution set to s 35includes only values less than 35. Option C is incorrect sincethe solution set to s 35 includes all values greater than 35.Option D is incorrect since the solution set to s 35 includesall values greater than or equal to 35.NeSA-Mathematics Item and Scoring Sampler – Grade 715
NeSAMath SamplerItems12. A student is equally likely to select pizza, nachos, or chicken for lunch. What is the probabilitythe student does not select chicken?A.1 } 3B.1 }2C.2 } 3D.1Item InformationAlignmentMA 7.4.3.hAnswer KeyCDepth of Knowledge2FocusCalculatingProbabilities ofComplementaryEventsIdentify complementary events and calculate theirprobabilities.Option AnnotationsThe student is asked to find the probability of the givencomplementary event. Option B is the correct answer since 2 }3is the probability of selecting the 2 lunch choices that are inthe complement (pizza and nachos) out of a total of 3 lunchchoices. Option A is incorrect since 1 is the probability}3of selecting chicken. Option B is incorrect since 1 is the}2probability of selecting 1 lunch choice out of a total of 2 lunchchoices. Option D is incorrect since 1 is the probability ofselecting pizzas, nachos, or chicken.NeSA-Mathematics Item and Scoring Sampler – Grade 716
NeSAMath SamplerItems13. Use the proportion below to answer the question.4 25 }}5 xWhat is the value of x?A.1 4 }5B.20C.26D.31 1} 4NeSA-Mathematics Item and Scoring Sampler – Grade 717
NeSAMath SamplerItemsItem InformationAlignmentMA 7.1.2.aAnswer KeyDDepth of Knowledge2FocusSolvingProportionsSolve problems using proportions and ratios (e.g., crossproducts, percents, tables, equations, and graphs).Option AnnotationsThe student is asked to find the value of the variable in theproportion shown. Option D is the correct answer since4 25 ,}}5 x4x 125,4x } 125 ,}44x 31 1} .4Option A is incorrect since x 4 1} is the solution to55(x 4 ) 25,}545(x } )5 25 , }}55x 4 5,}54x 4 – 4 ,}} 5 – }5 55x 4 1} .5Option B is incorrect since x 20 is the solution to4 } x ,}5 255x 100,5x 100 ,}}55x 20.Option C is incorrect since x 26 is the solution to4 x 5 25,4 – 4 x 30 – 4,x 26.NeSA-Mathematics Item and Scoring Sampler – Grade 718
NeSAMath SamplerItems14. What is the value of x in 1 (6x – 4) 9?}2A.1 2} 3B.2 1} 3C.3 2} 3D.4 1} 3NeSA-Mathematics Item and Scoring Sampler – Grade 719
NeSAMath SamplerItemsItem InformationAlignmentMA 7.2.2.aAnswer KeyCDepth of Knowledge2FocusSolvingEquations Usingthe DistributivePropertySolve equations using the distributive property and combininglike terms.Option AnnotationsThe student is asked to solve the equation to find the value ofthe variable. Option C is the correct answer since1 (6x – 4) 9,}23x – 2 9,3x – 2 2 9 2,3x 11,3x 11 ,}}332x 3 } .3Option A is incorrect since x 1 2} is the solution to31 (6x 8) 9,}23x 4 9,3x 4 – 4 9 – 4,3x 5,3x 5 ,}}3 3x 1 2} .3Option B is incorrect since x 2 1} is the solution to31 (6x 4) 9,}23x 2 9,3x 2 – 2 9 – 2,3x 7,3x } 7 ,}3 3x 2 1} .3Option D is incorrect since x 4 1} is the solution to31 (6x – 8) 9,}23x – 4 9,3x – 4 4 9 4,3x 13,3x 13 ,}}33x 4 1} .3NeSA-Mathematics Item and Scoring Sampler – Grade 720
NeSAMath SamplerItems15. Which circle has an area of approximately 28.26 square centimeters?B.A.3 cm4.5 cmD.C.6 cm9 cmItem InformationAlignmentMA 7.3.3.cAnswer KeyADepth of Knowledge2FocusArea of CirclesDetermine the area and circumference of circles both on andoff the coordinate plane.Option AnnotationsThe student is asked to identify the circle that has an area ofapproximately 28.26 square cm.Option A is the correct answer since 3.14(33) 3.14(9) 28.26.Option B is incorrect since 3.14(4.52) 3.14(20.25) 63.59.Option C is incorrect since 3.14(62) 3.14(36) 113.04.Option D is incorrect since 3.14(92) 3.14(81) 254.34.NeSA-Mathematics Item and Scoring Sampler – Grade 721
NeSAMath SamplerItems16. Jim is creating a scale drawing of an airplane. The scale factor is one inch equals seven feet.The length of the actual airplane is 52 feet. What is the length of the airplane in the scaledrawing?A.B.7 } inch523 inches7 }7C.45 inchesD.59 inchesItem InformationAlignmentMA 7.2.3.fAnswer KeyBDepth of Knowledge2FocusScale DrawingsSolve real-world problems involving scale drawings using aproportional relationship.Option AnnotationsThe student is asked to solve the problem using the givenscale factor. Option B is the correct answer since1 } } x ,7 527x 52,7x 52 ,}}77x 7 3} .7Option A is incorrect since the fraction 52 is inverted as } 7 .}752Option C is incorrect since the scale factor is treated as asubtrahend of 7, as in 52 – 7 45. Option D is incorrect sincethe scale factor is treated as an addend of 7, as in 52 7 59.NeSA-Mathematics Item and Scoring Sampler – Grade 722
NeSAMath SamplerItems17. Juan spins two different fair spinners. One spinner has numbers 1–8. The other has letters A–F.What is the probability that one spinner will land on 3 and the other will land on C?A.1 }48B.1 }16C.1 }14D.1 }7Item InformationAlignmentMA 7.4.3.cAnswer KeyADepth of Knowledge2FocusFindingTheoreticalProbabilities forIndependentEventsFind theoretical probabilities for independent events.Option AnnotationsThe student is asked to find the theoretical probability of theindependent events given. Option A is the correct answersince the probability of one spinner landing on 3 is 1 and the}8probability of the other spinner landing on C is 1 , and}61 } 1 1 . Option B is incorrect since the denominator} }8 6 48represents the total number of possible outcomes, and 16is not the total number of outcomes. Option C is incorrectsince the denominators 6 and 8 are added to make 14 in } 1 .14Option D is incorrect since the fractions 1 and 1 are averaged}}68to make 1 .}7NeSA-Mathematics Item and Scoring Sampler – Grade 723
NeSAMath SamplerItems18. Use the table below to answer the question.Elizabeth’s Number Cube ExperimentNumberTallyTotal122132445663Total18The table shows Elizabeth’s results from rolling a fair number cube. How does the set of datafrom Elizabeth’s experiment compare to the theoretical probability?A.The number 1 occurred more than expected.B.The number 4 occurred more than expected.C.The number 5 occurred less than expected.D.The number 6 occurred less than expected.Item InformationAlignmentMA 7.4.3.fCompare and contrast theoretical and experimentalprobabilities.Answer KeyBOption AnnotationsDepth of Knowledge2The student is asked to compare the experimental andtheoretical probabilities for the given situation. Option B is thecorrect answer since the number four occurred 4 times, whichis more than the expected occurrence (based on theoreticalprobability) of 3 times. Option A is incorrect since the numberone occurred 2 times, which is less than the expectedoccurrence of 3 times. Option C is incorrect since the numberfive occurred 6 times, which is more than the expectedoccurrence of 3 times. Option D is incorrect since the numbersix occurred 3 times, which is the expected occurrence.FocusComparingTheoretical andExperimentalProbabilitiesNeSA-Mathematics Item and Scoring Sampler – Grade 724
NeSAMath SamplerItems19. What is the value of k when 4 – 2k –3?A.k –3.5B.k –0.5C.k 0.5D.k 3.5Item InformationAlignmentMA 7.2.2.dAnswer KeyDDepth of Knowledge2FocusSolving TwoStep Equationswith IntegersSolve two-step equations involving rational numbers whichinclude the integers.Option AnnotationsThe student is asked to solve the equation to find the value ofthe variable. Option D is the correct answer since4 – 2k –3,4 – 4 – 2k –3 – 4,–2k –7,–7k } , or k 3.5.–2Option A is incorrect since –3.5 is the opposite of the value ofthe variable.Option B is incorrect since k –0.5 is the solution to–4 – 2k –3,–4 4 – 2k – 3 4,–2k 1,k – 1} , or k –0.5.2Option C is incorrect since 0.5 is the opposite of the value ofthe variable in option B.NeSA-Mathematics Item and Scoring Sampler – Grade 725
NeSAMath SamplerItems20. Amy purchased a gaming device for 99.99. She also purchased 3 games for 11.99 each andx games for 14.99 each. She spent a total of 165.94. Which equation can be used to find x?A.99.99 – 11.99(3) – 14.99x 165.94B.99.99 – 11.99x – 14.99(3) 165.94C.99.99 11.99(3) 14.99x 165.94D.99.99 11.99x 14.99(3) 165.94Item InformationAlignmentMA 7.2.3.aDescribe and write linear equations from words and tables.Answer KeyCOption AnnotationsDepth of Knowledge3The student is asked to write an equation that representsthe given situation. Option C is the correct answer since theequation shows the numbers of games bought at each pricecorrectly multiplied and the cost of the games added to thecost of the gaming device. Option A is incorrect since theequation shows the cost of the games subtracted from thecost of the gaming device. Option B is incorrect since theequation shows the numbers of games bought
NeSA-Mathematics Item and Scoring Sampler Grade 7 ii NeSA Math Sampler . t 1.5 includes all values less than or equal to 1.5. Depth of Knowledge 1 Focus Real-World Inequalities. NeSA-Mathematics Item and Scoring Sampler Grade
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Item 4 Liquid Propellants (b) Fuels (c) Oxidizers Item 9 (c) Accelerometers Item 13 Digital Computer Item 14 A-D Converter Circut Boards Item 2 (c) Solid Rocket Motor Item 2 (c) Liquid Rocket Engine Item 2(f) SAFF Conventional HE Warhead (Not Controlled) Item 11 (c) Satellite Navigation Receiver Item 2 (d) Guidance Set Item 2 (a) Individual .
NEBRASKA DEPARTMENT OF INSURANCE . JANUARY 1, 2013 THROUGH DECEMBER 31, 2013 . This document is an official public record of the State of Nebraska, issued by . . Lincoln, Nebraska 68509 . 402-471-2111, FAX 402-471-3301 . www.auditors.nebraska.gov. NEBRASKA DEPARTMENT OF INSURANCE .
revenue.nebraska.gov . Unemployment Insurance Tax . Nebraska Department of Labor . 550 South 16th P.O. Box 94600 . Lincoln, NE 68509-4600 Help Line: 402-471-9898 TDD: 800-833-7352 NEworks.nebraska.gov . For details on labor laws and wage . and hour information, contact: Nebraska Department of Labor Labor Standards . 402-471-2239 dol.nebraska.gov
THE NEBRASKA’S CRITERION‐REFERENCED TEST (CRT) AND HIGH SCHOOL PROFICIENCY EXAM (HSPE) NOVEMBER 2011 Recently, NWEA completed a project to connect the scale of Nebraska’s State Accountability Assessment (NeSA) used for Nebraska’s mathematics and reading assessments with NWEA’s RIT scale.
In recent years technologies like Artificial Intelligence (AI) is been proved immensely valuable to SCM. As the name suggests AI defined as the ability of a computer to independently solve problems that they have not been explicitly programmed to address. The field of AI came to existence in 1956, in a workshop organized by John McCarthy (McCarthy Et al., 2006). In successive years the .
