PSSA Grade 8 Mathematics Item Sampler 2016
The Pennsylvania System of SchoolAssessmentMathematicsItem and Scoring Sampler2016–2017Grade 8Pennsylvania Department of Education Bureau of Curriculum, Assessment and Instruction—September 2016
TABLE OF CONTENTSINFORMATION ABOUT MATHEMATICSIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1General Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Pennsylvania Core Standards (PCS). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1What Is Included. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Purpose and Uses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Item Format and Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Item Alignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Testing Time and Mode of Testing Delivery for the PSSA. . . . . . . . . . . . . . . . . . . . . . . . . . . 2Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2General Description of Scoring Guidelines for Mathematics Open-Ended Questions. . . . . 4Item and Scoring Sampler Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Grade 8 Formula Sheet. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Mathematics Test Directions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7PSSA MATHEMATICS GRADE 8Multiple-Choice Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8Open-Ended Question. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Item-Specific Scoring Guideline. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Mathematics—Summary Data. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38PSSA Grade 8 Mathematics Item and Scoring Sampler—September 2016ii
INFORMATION ABOUT MATHEMATICSINTRODUCTIONGeneral IntroductionThe Pennsylvania Department of Education provides districts and schools with tools to assist indelivering focused instructional programs aligned with the Pennsylvania Core Standards (PCS).These tools include Academic Standards, Assessment Anchor documents, assessment handbooks,and content-based item and scoring samplers. This Item and Scoring Sampler is a useful tool forPennsylvania educators in preparing local instructional programs. It can also be useful in preparingstudents for the statewide assessment.Pennsylvania Core Standards (PCS)This sampler contains examples of test questions that are aligned to the new Pennsylvania CoreStandards-based 2013 PSSA Assessment Anchors and Eligible Content. The Mathematics, Reading,and Writing PSSA transitioned to PCS-based operational Mathematics and English Language Artsassessments starting with the spring 2015 PSSA administration.The 2013 PCS-aligned Assessment Anchor and Eligible Content documents are posted on thisportal:¾¾ www.education.pa.gov [Hover over “K–12,” select “Assessment and Accountability,” andselect “Pennsylvania System of School Assessment (PSSA).” Then select “AssessmentAnchors” from the “Other Materials” list on the right side of the screen.]What Is IncludedThis sampler contains test questions (items) that have been written to align to the AssessmentAnchors that are based on the Pennsylvania Core Standards (PCS). The test questions provide anidea of the types of items that will appear on an operational, PCS-based PSSA. Each sample testquestion has been through a rigorous review process to ensure alignment with the AssessmentAnchors.Purpose and UsesThe items in this sampler may be used as examples for creating assessment items at the classroomlevel, and they may also be copied and used as part of a local instructional program.1 Classroomteachers may find it beneficial to have students respond to the open-ended item in this sampler.Educators can then use the sampler as a guide to score the responses either independently ortogether with colleagues within a school or district.Item Format and Scoring GuidelinesThe multiple-choice (MC) items have four answer choices. Each correct response to an MC item isworth one point.Each open-ended (OE) item is designed to take approximately ten to fifteen minutes to complete.1 Thepermission to copy and/or use these materials does not extend to commercial purposes.PSSA Grade 8 Mathematics Item and Scoring Sampler—September 20161
INFORMATION ABOUT MATHEMATICSDuring the administration of the PSSA, students are given additional time as necessary to completethe test items. Each OE item in mathematics is scored using an item-specific scoring guidelinebased on a 0–4-point scale. In this sampler, every item-specific scoring guideline is combined withexamples of student responses that represent each score point to form a practical, item-specificscoring guide.This sampler also includes the General Description of Scoring Guidelines for Mathematics OpenEnded Questions that students will have access to during a PSSA mathematics administration.The general description of scoring guidelines can be distributed to students for use during localassessments and can also be used by educators when scoring local assessments.2Item AlignmentAll PSSA items are aligned to statements and specifications included in the Assessment Anchorsand Eligible Content Aligned to the Pennsylvania Core Standards. The mathematics content, processskills, directives, and action statements included in the PSSA mathematics questions align with theAssessment Anchor Content Standards. The Eligible Content statements represent the limits of thecontent of the mathematics questions.Testing Time and Mode of Testing Delivery for the PSSAThe PSSA is delivered in traditional paper-and-pencil format as well as in an online format. Theestimated time to respond to a test question is the same for both methods of test delivery. During anofficial testing administration, students are given additional time as necessary to complete the testquestions. The following table shows the estimated response time for each item type.Mathematics Item TypeEstimated Response Time(minutes)MCOE210 to 15Mathematics Reporting CategoriesThe Assessment Anchors are organized into four classifications as listed below.A Numbers and OperationsB Algebraic ConceptsC GeometryD Data Analysis and ProbabilityThese four classifications are used throughout the grade levels. In addition to these classifications,there are five Reporting Categories for each grade level. The first letter of each Reporting Categoryrepresents the classification; the second letter represents the Domain as stated in the Common CoreState Standards for Mathematics. Listed below are the Reporting Categories for Grade 8.2The permission to copy and/or use these materials does not extend to commercial purposes.PSSA Grade 8 Mathematics Item and Scoring Sampler—September 20162
INFORMATION ABOUT MATHEMATICSA-N The Number SystemB-E Expressions and EquationsB-F FunctionsC-G GeometryD-S Statistics and ProbabilityExamples of multiple-choice and open-ended items assessing these categories are included in thisbooklet.PSSA Grade 8 Mathematics Item and Scoring Sampler—September 20163
INFORMATION ABOUT MATHEMATICSGeneral Description of Scoring Guidelines for Mathematics Open-Ended Questions4: The response demonstrates a thorough understanding of mathematial concepts and proceduresrequired by the task.The response provides correct answer(s) with clear and complete mathematical procedures shownand a correct explanation, as required by the task. Response may contain a minor “blemish” oromission in work or explanation that does not detract from demonstrating a thorough understanding.3: The response demonstrates a general understanding of the mathematical concepts andprocedures required by the task.The response and explanation (as required by the task) are mostly complete and correct. Theresponse may have minor errors or omissions that do not detract from demonstrating a generalunderstanding.2: The response demonstrates a partial understanding of the mathematical concepts and proceduresrequired by the task.The response is somewhat correct with partial understanding of the required mathematical conceptsand/or procedures demonstrated and/or explained. The response may contain some work that isincomplete or unclear.1: The response demonstrates a minimal understanding of the mathematical concepts andprocedures required by the task.0: The response has no correct answer and insufficient evidence to demonstrate any understandingof the mathematical concepts and procedures required by the task for that grade level.Reponse may show only information copied from the question.Special Categories within zero reported separately:BLK (blank) Blank, entirely erased, or written refusal to respondOTOff taskLOEResponse in a language other than EnglishILIllegiblePSSA Grade 8 Mathematics Item and Scoring Sampler—September 20164
INFORMATION ABOUT MATHEMATICSItem and Scoring Sampler FormatThis sampler includes the test directions and scoring guidelines that appear in the PSSAMathematics assessments. Each multiple-choice item is followed by a table that includes thealignment, the answer key, the depth of knowledge (DOK) level, the percentage3 of studentswho chose each answer option, and a brief answer option analysis or rationale. The open-endeditem is followed by a table that includes the item alignment, DOK level, and mean student score.Additionally, each of the included item-specific scoring guidelines is combined with sample studentresponses representing each score point to form a practical, item-specific scoring guide. TheGeneral Description of Scoring Guidelines for Mathematics Open-Ended Questions used to developthe item-specific scoring guidelines should be used if any additional item-specific scoring guidelinesare created for use within local instructional programs.Example Multiple-Choice Item Information TableItem InformationAlignmentAssigned AAECAnswer KeyCorrect AnswerDepth of KnowledgeAssigned DOKp-value APercentage of students who selected each optionp-value BPercentage of students who selected each optionp-value CPercentage of students who selected each optionp-value DPercentage of students who selected each optionOption AnnotationsBrief answer option analysis or rationaleExample Open-Ended Item Information TableAlignment:Assigned AAECDepth of Knowledge:Assigned DOKMean Score3 Allp-value percentages listed in the item information tables have been rounded.PSSA Grade 8 Mathematics Item and Scoring Sampler—September 20165
INFORMATION ABOUT MATHEMATICSGrade 8 Formula Sheet2016Grade 8Formulas and conversions that you may need to work questions on this test are found below. Youmay refer back to this page at any time during the mathematics test.You may use calculator π or the number 3.14.Simple InterestExponential PropertiesA to the M times A to the N equals A to the sum (M N)A to the M to the N equals A to the product (M times N)The fraction A to the M over A to the N equals A to the difference (M minus N)A to the negative 1 1 over AAlgebraic EquationsSlope:M (y sub 2 minus y sub 1) over (x sub 2 minus x sub 1)Slope-Intercept Form:y mx bPythagorean TheoremA graphic of a right triangle with one leg labeled A, the other leg labeled B, and the hypotenuselabeled C.A squared B squared C squaredA graphic of a cone with the radius labeled R and the height labeled H.V pi R squared HA graphic of a cylinder with the radius labeled R and the height labeled H.V πr2hA graphic of a sphere with the radius labeled R.V 4/3 pi R cubedPSSA Grade 8 Mathematics Item and Scoring Sampler—September 20166
INFORMATION ABOUT MATHEMATICSMATHEMATICS TEST DIRECTIONSOn the following pages are the Mathematics questions.You may not use a calculator for question 1. You may use a calculator for all other questions on thistest.You may need a protractor for questions on this test.Directions for Multiple-Choice Questions:Some questions will ask you to select an answer from among four choices.For the multiple-choice questions:First solve the problem on scratch paper.Choose the correct answer and record your choice in the answer booklet.If none of the choices matches your answer, go back and check your work for possible errors.Only one of the answers provided is the correct response.Directions for Open-Ended Questions:Some questions will require you to write your response.For the open-ended questions:These questions have more than one part. Be sure to read the directions carefully.You cannot receive the highest score for an open-ended question without completing all tasks inthe question. For example, if the question asks you to show your work or explain your reasoning, besure to show your work or explain your reasoning in the space provided.If the question does not ask you to show your work or explain your reasoning, you may use thespace provided, but only those parts of your response that the question specifically asks for will bescored.Write your response in the appropriate location within the response box in the answer booklet. Someanswers may require graphing, plotting, labeling, drawing, or shading. If you use scratch paper, besure to transfer your final response and any needed work or reasoning to the answer booklet.PSSA Grade 8 Mathematics Item and Scoring Sampler—September 20167
PSSA MATHEMATICS GRADE 8MULTIPLE-CHOICE ITEMSQuestion 1 in this sampler is to be solved without the use of a calculator.1.Simplify: 7–8 7–4A. 1/712B. 1/74C. 712D. 732Item InformationAlignmentB-E.1.1.1Answer KeyADepth of Knowledge1p-value A41% (correct answer)p-value B12%p-value C29%p-value D18%Option AnnotationsA. correctB. ignores the negative in the second exponentC. thinks 2 negatives make it positiveD. multiplies the exponentsPSSA Grade 8 Mathematics Item and Scoring Sampler—September 20168
PSSA MATHEMATICS GRADE 8A calculator is permitted for use in solving questions 2–17 in this sampler.2.Which equation shows how to find the product of 1,000,000 and 1,000,000 using scientificnotation?A.1,000,000 1,000,000 (1 106) (1 106) 1 10(6 6) 1 1012B.1,000,000 1,000,000 (1 106) (1 106) 1 10(6 6) 1 1036C.1,000,000 1,000,000 (1 107) (1 107) 1 10(7 7) 1 1014D.1,000,000 1,000,000 (1 107) (1 107) 1 10(7 7) 1 1049Item InformationAlignmentB-E.1.1.4Answer KeyADepth of Knowledge1p-value A75% (correct answer)p-value B13%p-value C7%p-value D5%Option AnnotationsA. correctB. multiplies the exponentsC. incorrectly uses 7, because of 7 digitsD. incorrectly uses 7, because of 7 digits, and multiplies the exponentsPSSA Grade 8 Mathematics Item and Scoring Sampler—September 20169
PSSA MATHEMATICS GRADE 83.Mr. Carter is mapping the boundaries of a park on a coordinate grid. The park’s headquartersare located at the origin. The equations shown below represent two boundaries of the park.y 2x – 52x 4y 12The park’s entrance is located at the intersection of these two boundaries. Which coordinategrid correctly shows the two boundaries and the park’s entrance?A.A coordinate grid is shown. The numbers to the left of the y-axis are negative 4, negative 2,2, 4. The numbers below the x-axis are negative 4, negative 2, 2, 4. Two lines are graphedon the coordinate grid.B.A coordinate grid is shown. The numbers to the left of the y-axis are negative 4, negative 2,2, 4. The numbers below the x-axis are negative 4, negative 2, 2, 4. Two lines are graphedon the coordinate grid.C.A coordinate grid is shown. The numbers to the left of the y-axis are negative 4, negative 2,2, 4. The numbers below the x-axis are negative 4, negative 2, 2, 4. Two lines are graphedon the coordinate grid.D.A coordinate grid is shown. The numbers to the left of the y-axis are negative 4, negative 2,2, 4. The numbers below the x-axis are negative 4, negative 2, 2, 4. Two lines are graphedon the coordinate grid.Item InformationAlignmentB-E.3.1.4Answer KeyADepth of Knowledge1p-value A46% (correct answer)p-value B19%p-value C22%p-value D13%Option AnnotationsA. correctB. uses a negative slope for the first equation and a positive slope forthe second equationC. uses the correct first equation but reverses the intercepts for thesecond equationD. uses the reciprocal of the slope for the first equation and reversesthe intercepts for the second equationPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201610
PSSA MATHEMATICS GRADE 84.A cleaning company charges x dollars per hour to clean floors and y dollars per hour to cleanthe rest of a house.When the company spends 2 hours to clean floors and 3 hours to clean the rest of a house, thetotal charge is 84.When the company spends 1 hour to clean floors and 4 hours to clean the rest of a house, thetotal charge is 87.Which ordered pair represents the hourly charges to clean floors and to clean the rest of thehouse?A.(12, 20)B.(15, 18)C.(18, 15)D.(20, 12)Item InformationAlignmentB-E.3.1.5Answer KeyBDepth of Knowledge2p-value A19%p-value B55% (correct answer)p-value C15%p-value D11%Option AnnotationsA. tries these values in the first example; 2 12 3 20 84B. correctC. reverses the solutionD. reverses the meaning of each value in the ordered pair and tries thevalues in the first examplePSSA Grade 8 Mathematics Item and Scoring Sampler—September 201611
PSSA MATHEMATICS GRADE 85.Marianna has been adding 30 to her savings account every month. Which model couldrepresent the money in Marianna’s savings account (y) after x months?A. y 10x 30B. y 10 – 30xC. Marianna’s Savings AccountMonth (x)Money in Savings Account (y)3 1005 1607 220D. A coordinate grid is shown. The title of the coordinate grid is Marianna’s Savings Account.The label to the left of the y-axis is Money in Savings Account (dollars). The numbers to the leftof the y-axis are 0, 20, 40, 60, 80. The label below the x-axis is Month. The numbers below thex-axis are 0, 2, 4, 6, 8. A ray is graphed on the coordinate grid.Item InformationAlignmentB-F.1.1Answer KeyCDepth of Knowledge2p-value A28%p-value B9%p-value C48% (correct answer)p-value D15%Option AnnotationsA. sees 30 is represented, but not as slopeB. sees 30 and ignores the negative part of the slopeC. correctD. identifies slope as 30/1 instead of 10/3PSSA Grade 8 Mathematics Item and Scoring Sampler—September 201612
PSSA MATHEMATICS GRADE 86.The graph below represents a function.A coordinate grid is shown. The numbers to the left of the y-axis are 5, 10, 15. The numbersbelow the x-axis are negative 8, negative 4, 4, 8. A curved path is graphed on the coordinategrid.Which single transformation could be applied to the graph so that it no longer represents afunction?A.reflection across the x-axisB.reflection across the y-axisC.rotation of 90 clockwise about the originD.translation 5 units to the leftItem InformationAlignmentB-F.1.1.1C-G.1.1.1Answer KeyCDepth of Knowledge2p-value A14%p-value B22%p-value C48% (correct answer)p-value D16%Option AnnotationsA. thinks a function must have some positive y-valuesB. confuses this with a reflection across y xC. correctD. thinks all functions must go through the originPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201613
PSSA MATHEMATICS GRADE 87.Two linear functions of x are shown below.Function 1y 30x 19Function 2xy–12–311–8–211–3–86114Which statement about the functions is true?A. Function 2 can be described by the equation y 35x – 109.B. Function 2 can be described by the equation y 100x – 11.C. The y-intercept of function 1 is less than the y-intercept of function 2.D. The rate of change of function 1 is greater than the rate of change of function 2.Item InformationAlignmentB-F.1.1.2B-F.1.1.3Answer KeyDDepth of Knowledge2p-value A10%p-value B12%p-value C30%p-value D48% (correct answer)Option AnnotationsA. sees 35x 109 works for first pair in table, but writes as 35x – 109B. uses difference of first two y-values as slopeC. misidentifies y-intercept of function 2D. correctPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201614
PSSA MATHEMATICS GRADE 88.Luis is building a new deck and needs to have a slab of concrete poured. He knows thecontractor charges an initial cost of 75 plus an additional 2.50 per square foot of concrete.Which equation can be used to determine the cost (y), in dollars, to pour a concrete slab with anarea of x square feet?A. y 2.5x 75B. y 7.5x 2.5C. y 75x 2.5D. y 77.5xItem InformationAlignmentB-F.2.1.1Answer KeyADepth of Knowledge2p-value A70% (correct answer)p-value B8%p-value C17%p-value D5%Option AnnotationsA. correctB. converts 75 to 7.5 and uses it as the rateC. reverses the rate and initial costD. adds 75 and 2.5 and assumes that is the rate per square footPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201615
PSSA MATHEMATICS GRADE 89.The graph below shows the relationship between the number of years after a car is purchasedand the car’s value.’A coordinate grid is shown. The title of the coordinate grid is Value of Car over Time. The labelto the left of the y-axis is Value of Car (dollars). The numbers to the left of the y-axis are 6,000,12,000, 18,000, 24,000, 30,000, 36,000. The label below the x-axis is Years after Purchase. Thenumbers below the x-axis are 0, 1, 2, 3, 4, 5, 6. A ray is graphed on the coordinate grid.Which statement correctly describes the relationship shown in the graph?A. The car’s initial value is 2,000, and the car’s value increases 30,000 each year.B. The car’s initial value is 18,000, and the car’s value increases 2,000 each year.C. The car’s initial value is 30,000, and the car’s value decreases 2,000 each year.D. The car’s initial value is 30,000, and the car’s value decreases 12,000 each year.Item InformationAlignmentB-F.2.1.2Answer KeyCDepth of Knowledge2p-value A3%p-value B5%p-value C79% (correct answer)p-value D13%Option AnnotationsA. reverses meaning for slope and y-intercept and misreads direction ofslope in graphB. reads graph from right to leftC. correctD. uses change in value at end of 6 years as rate of changePSSA Grade 8 Mathematics Item and Scoring Sampler—September 201616
PSSA MATHEMATICS GRADE 810. Which coordinate plane shows that the shaded polygon is the image of the unshaded polygonafter a 90 counterclockwise rotation about the origin?A.A coordinate grid is shown. The numbers to the left of the y-axis are negative 12, negative8, negative 4, 4, 8, 12. The numbers below the x-axis are negative 12, negative 8, negative4, 4, 8, 12. Two shapes, one of which is shaded, are shown on the coordinate grid.B.A coordinate grid is shown. The numbers to the left of the y-axis are negative 12, negative8, negative 4, 4, 8, 12. The numbers below the x-axis are negative 12, negative 8, negative4, 4, 8, 12. Two shapes, one of which is shaded, are shown on the coordinate grid.C.A coordinate grid is shown. The numbers to the left of the y-axis are negative 12, negative8, negative 4, 4, 8, 12. The numbers below the x-axis are negative 12, negative 8, negative4, 4, 8, 12. Two shapes, one of which is shaded, are shown on the coordinate grid.D.A coordinate grid is shown. The numbers to the left of the y-axis are negative 12, negative8, negative 4, 4, 8, 12. The numbers below the x-axis are negative 12, negative 8, negative4, 4, 8, 12. Two shapes, one of which is shaded, are shown on the coordinate grid.Item InformationAlignmentC-G.1.1.1Answer KeyADepth of Knowledge2p-value A49% (correct answer)p-value B20%p-value C7%p-value D24%Option AnnotationsA. correctB. uses reflection across x-axisC. uses a translation, but thinks 90 degrees because of shifting fromone quadrant to anotherD. uses 180-degree rotationPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201617
PSSA MATHEMATICS GRADE 811. In the figure shown below, triangle PQR is transformed to create triangle P'Q'R'.A coordinate grid is shown. The numbers to the left of the y-axis are negative 10, negative 8,negative 6, negative 4, negative 2, 2, 4, 6, 8, 10. The numbers below the x-axis are negative10, negative 8, negative 6, negative 4, negative 2, 2, 4, 6, 8, 10. Two triangles are shown on thecoordinate grid. One triangle is labeled P Q R, the other triangle is labeled P prime, Q prime, Rprime. A point on the coordinate grid is labeled S.Point S will be transformed the same way as triangle PQR. Which sentence could describe howpoint S will be transformed?A. Point S will be translated to (6, 0) and then rotated to (0, 6).B. Point S will be translated to (6, 0) and then rotated to (0, –6).C. Point S will be translated to (4, 3) and then reflected to ( –4, 3).D. Point S will be translated to (4, 3) and then reflected to (4, –3).Item InformationAlignmentC-G.1.1.2C-G.1.1.3Answer KeyDDepth of Knowledge2p-value A15%p-value B20%p-value C22%p-value D43% (correct answer)Option AnnotationsA. picks an option that includes the axesB. thinks the two triangles are rotations of one anotherC. reflects the point across the wrong axisD. correctPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201618
PSSA MATHEMATICS GRADE 812. A balloon in the shape of a crayon is shown below.The title of the shape is Crayon Balloon. The shape is made up of a cone and a cylinder. Boththe cone and the cylinder have a diameter of 2 inches. The cone has a height of 3 inches. Thecylinder has a height of 21 inches.The crayon balloon is made up of a cone and a cylinder. What is the volume, in cubic inches, ofthe crayon balloon?A. 69.12B. 75.40C. 138.23D. 276.46Item InformationAlignmentC-G.3.1.1Answer KeyADepth of Knowledge2p-value A49% (correct answer)p-value B19%p-value C18%p-value D14%Option AnnotationsA. correctB. uses formula for volume of a cylinder instead of a coneC. calculates 1 squared as 1 times 2D. uses 2 inches as the radiusPSSA Grade 8 Mathematics Item and Scoring Sampler—September 201619
PSSA MATHEMATICS GRADE 813. Part of a sculpture is a stone sphere with a volume of 36π cubic feet. What is the radius, in feet,of the stone sphere?A. 3B. 6C. 9D. 12Item InformationAlignmentC-G.3.1.1Answer KeyADepth of Knowledge2p-value A40% (correct answer)p-value B26%p-value C15%p-value D19%Option AnnotationsA. correctB. finds square root of 36C. finds value of r cubed and then divides by 3D. divides 36 by 3PSSA Grade 8 Mathematics Item and Scoring Sampler—September 201620
PSSA MATHEMATICS GRADE 814. Christy created the scatter plot shown below.A scatter plot is shown. The title of the scatter plot is Length of Pinball Games Based onExperience. The label to the left of the y-axis is Length of Game (minutes). The numbers to theleft of the y-axis are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12. The label below the x-axis is Numberof Previous Plays. The numbers below the x-axis are 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14,15. There are 15 points plotted on the scatter plot.Christy finds that the line of best fit for the data has the equation y 0.51x 1.48. Whichstatement best explains how removing the point (15, 7) would affect the slope of the line of bestfit?A.The slope of the line of best fit would decrease because the point lies below the originalline of best fit.B.The slope of the line of best fit would decrease because the point lies above the originalline of best fit.C.The slope of the line of best fit would increase because the point lies below the original lineof best fit.D.The slope of the line of best fit would increase because the point lies above the original lineof best fit.Item InformationAlignmentD-S.1.1.1Answer KeyCDepth of Knowledge2p-value A20%p-value B9%p-value C56% (correct answer)p-value D15%Option AnnotationsA. identifies where the point lies but thinks removing it would cause theline to move further downB. gets the correct relationship between the location of the point andthe slope but the wrong location of the pointC. correctD. gets the location of the line incorrect and thinks that removing apoint above the line will cause the slope of the line to increasePSSA Grade 8 Mathematics Item and Scoring Sampler—September 201621
PSSA MATHEMATICS GRADE 815. The scatter plot below shows the temperatures (y), in degrees Fahrenheit ( F), that wererecorded at different altitudes (x), in thousands of feet.A scatter plot is shown. The title of the scatter plot is Temperature versus Altitude. The label tothe left of the y-axis is Temperature (degrees Fahrenheit). The numbers to the left of the y-axisare 0
PSSA Grade 8 Mathematics Item and Scoring Sampler—September 2016 6 INFORMATION ABOUT MATHEMATICS Grade 8 Formula Sheet 2016 Grade 8 Formulas and conversions that you may need to work questions on this test are found below . You may refer back to this page at any time during the mathematics
Standards-based 2013 PSSA Assessment Anchors and Eligible Content . The Mathematics, Reading, and Writing PSSA transitioned to PCS-based operational Mathematics and English Language Arts assessments starting with the spring 2015 PSSA administration . The 2013 PCS-aligned Assessment Anchor
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Teacher of Grade 7 Maths What do you know about a student in your class? . Grade 7 Maths. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 Grade 4 Grade 3 Grade 2 Grade 1 Primary. University Grade 12 Grade 11 Grade 10 Grade 9 Grade 8 Grade 7 Grade 6 Grade 5 . Learning Skill
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PSSA Grade 8 Mathematics Item and Scoring Sampler—September 2021 ii . Typically an item and scoring sampler is released every year to provide students and educators . student responses that represent each score point to form a practical, item-specific scoring guide .
PSSA Grade 4 Mathematics Item and Scoring Sampler—September 2016 ii . General Description of Scoring Guidelines for Mathematics Open-Ended Questions . . . . . 4 . the second letter represents the Domain as stated in the Common Core State Standards for Mathematics . Listed below ar
The classical approach to public administration, derived from Weber, Wilson and Taylor, largely . Classical and Modern Approaches to Public Administration * Polya Katsamunska is a Ph.D., associate professor at the Public Administration and Regional Development of UNWE, e-mail: polya_katsamunska@yahoo.com. 75 Articles is really impressive and yet "almost no national government would argue .
