MISSISSIPPI A P (MAP) MATHEMATICS RACTICE T G (REVISED M 2016)
STUDENT NAME:STUDENT SCORE:MISSISSIPPI ASSESSMENT PROGRAM (MAP)MATHEMATICSPRACTICE TESTLETGRADE 8(REVISED MARCH 2016)Carey M. Wright, Ed.D., State Superintendent of EducationMarch 2016
A Joint PublicationDivision of Research and Development, Office of Student Assessment Walt Drane, Director of Operations and Test SecurityMarion Jones, Director of Support ServicesRichard Baliko, NAEP State CoordinatorSharon Prestridge, Special Populations CoordinatorVincent Segalini, MAP Program CoordinatorKimberly Jones, SATP2 CoordinatorOffice of the Chief Academic Officer Dr. Kim Benton, Chief Academic OfficerTrecina Green, Executive Director, Office of Professional DevelopmentJean Massey, Executive Director, Office of Secondary EducationDr. Nathan Oakley, Executive Director, Office of Elementary Education and ReadingDr. Marla Davis, Bureau Director, Office of Secondary EducationDr. Shelita Brown, Secondary Mathematics Specialist, Office of Secondary EducationCarol Ladner, Mathematics Professional Development CoordinatorElizabeth Fulmer, Mathematics Professional Development CoordinatorThe Mississippi State Board of Education, the Mississippi Department of Education, theMississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School forthe Deaf, and the Mississippi School for Mathematics and Science do not discriminate on thebasis of race, sex, color, religion, national origin, age, or disability in the provision ofeducational programs and services or employment opportunities and benefits. The followingoffice has been designated to handle inquiries and complaints regarding the non-discriminationpolicies of the above-mentioned entities:Director, Office of Human ResourcesMississippi Department of Education359 North West StreetSuite 203Jackson, Mississippi 39201(601) 359-3511MAP TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 1
IntroductionPurposeThe practice testlet is designed to provide students with an authentic opportunity topractice items that are aligned to the Mississippi College-and Career-Readiness Standards (MSCCRS) and that mirror those that may appear on the mathematics MAP assessment. The testlet isalso intended to provide teachers with data to drive classroom instruction and provide directfeedback to students. It is NOT intended to predict student performance on the operational MAPassessment.StructureThe mathematics testlet contains various item types that will be administered on the MAPassessment, such as standard multiple choice, matching, multiple select, and fill in the blank. Atthe end of the testlet are a series of performance task items, which will assess the performancetask standards found in the mathematics MAP blueprint.Directions1. Allow students to complete each item type and performance task in the testlet.2. Teachers will review student responses to the items and score the items and theperformance task using the scoring key.3. Teachers should review the results to determine the needed instructional approach.4. Teachers can utilize the testlets as teaching tools to help students gain a deeperunderstanding of the MS CCRS.5. At the bottom left of each page is an item tag, which will contain the item number,grade level, suggested DOK level, and the standard aligned to the item.MAP TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 2
1. Which statement explains why 30 is considered an irrational number?A. When evaluated, 30 results in a repeating decimal, which is considered an irrationalnumber.B. When evaluated, 30 results in a terminating decimal, which is considered anirrational number.C. When evaluated, 30 results in a nonterminating and nonrepeating decimal, which isconsidered an irrational number.D. When evaluated, 30 results in a whole number, which is considered an -GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 3
2. Which of the following equations are true? Select all that apply.A. 3-3 35 32B. 36 3-2 3-3C. 34 32 36D. 3-2 3-2 181E. 32 32 3002-GR8-LV2-8.EE.1MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 4
3. Directions: Determine whether each equation is true or false. Select the correct cell in eachrow.EquationTrueFalse 49 7oo 88 8oo 8 23oo3oo 9 303-GR8-LV1-8.EE.2MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 5
4. Directions: This item has two parts. First, answer Part A, then answer Part B.Part AIn 2013, the population of the Central African Republic was about 5,000,000.Which expression is equivalent to 5,000,000?A. 5 105B. 5 106C. 5 107D. 5 108Part BIn 2013, the population of Brazil was approximately 2 108. About how many times largerwas the population of Brazil than the population of the Central African Republic in 2013?times larger04-GR8-LV2-8.EE.3MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 6
5. Which of the following equations are true? Select all that apply.A. (2.4 103)(2.5 105) 6 1015B.4.8 1066 103 8 102C. (1.5 104)(3.6 103) 5.4 107D.6.3 1082.1 104 3 102E. (5.0 105)(4.0 102) 5.4 10705-GR8-LV2-8.EE.4MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 7
6. The graphs below show the cost y of buying π₯π₯ pounds of fruit. One graph shows the cost ofbuying π₯π₯ pounds of lemons, and the other graph shows the cost of buying π₯π₯ pounds oforanges.CostLemonsOrangesNumber of PoundsWhich of the following statements are true based on the graph? Select all that apply.A. The graph that represents the cost of x pounds of lemons is steeper, so it must have agreater slope.B. The graph that represents the cost of x pounds of oranges is steeper, so it must have agreater slope.C. The cost for a pound of lemons is less than the cost for a pound of oranges.D. The cost for a pound of lemons is greater than the cost for a pound of oranges.E. The cost for a pound of lemons is equal to the cost for a pound of oranges.06-GR8-LV1-8.EE.5MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 8
7. Directions: Examine the graph below. Calculate the -MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 9
8. Directions: Determine whether each equation has exactly one solution, no solution, or aninfinite number of solutions. Select the correct cell in each row.OneSolutionNoSolutionInfiniteSolutions4 (4π₯π₯ 3) 8(2π₯π₯ 2) 4ooo3(6π₯π₯ 2) 2(9π₯π₯ 2)ooo2(7π₯π₯ 3) 4 7(2π₯π₯ 1) 2π₯π₯ooo5(3π₯π₯ 2) 2 4(4π₯π₯ ADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 10
9. An equation is shown below.3.2(π₯π₯ 1.5) 2.4π₯π₯ β 2.7 1.4π₯π₯Which of the following statements describe a step that can be used to find the value of π₯π₯?Select all that apply.A. Add like terms on the right side of the equation.B. Add 3.2π₯π₯ to both sides of the equation.C. Use the distributive property to expand the left side of equation.D. Subtract 3.2π₯π₯ from both sides of the equation.E. Divide 3.8 from both sides of the equation.09-GR8-LV2-8.EE.7bMAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 11
10. The graph below shows the functions π¦π¦ 2π₯π₯ 1 and π¦π¦ π₯π₯ 2.Directions: Write the ordered pair that represents the solution to both functions,π¦π¦ 2π₯π₯ β 1 and π¦π¦ π₯π₯ 2.10-GR8-LV1-8.EE.8aMAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 12
11. Robert called two bowling centers, Fannin Lanes and Fun Time Lanes, to determine thecost to bowl. Fannin Lanes charges 2.50 per game plus 2 for shoe rental, and Fun TimeLanes charges 2 per game plus 4 for shoe rental. Use this information to answer Part Aand Part B.Part AHow many games will the cost to bowl be the same at both bowling centers?Part BAt the point where the cost is the same, how much will it cost to bowl at both GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 13
12. Directions: Review the table shown here.InputOutput1120445011404450Which statement best explains why the data in the table above does not represent afunction?A. Each input has only one output.B. Each output has only one input.C. One input has more than one output.D. One output has more than one input.12-GR8-LV1-8.F.1MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 14
13. Two linear functions are shown below.Function A:Function B:y π₯π₯-3-11334x 2π¦π¦2-2-6-10Which statement is true?A. The π¦π¦-intercept of Function A is equal to the π¦π¦-intercept of Function B.B. The π¦π¦-intercept of Function A is less than the π¦π¦-intercept of Function B.C. The π¦π¦-intercept of Function A is greater than the π¦π¦-intercept of Function B.D. The rate of change for Function A is equal to the rate of change for Function B.13-GR8-LV2-8.F.2MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 15
14. Directions: Determine if each function is linear or nonlinear. Select the correct cellin each row.FunctionLinearNonlinearπ¦π¦ π₯π₯ 2 4ooπ¦π¦ 2π₯π₯ 1ooooooπ¦π¦ π¦π¦ -GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 16
15. The relationship between the number of miles for a taxi ride and the cost in dollars for thetaxi ride is shown in the table below.Number of Miles (x)Cost in dollars (y)1236.59.512.5415.5Directions: Determine whether each statement about the function is true or false. Select thecorrect cell in each row.StatementTrueFalseThe function is linear.ooThe rate of change is 3.ooThe y-intercept is 3.5.oo15-GR8-LV2-8.F.4MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 17
16. A function is graphed on a coordinate plane as shown.Which of the following statements correctly describe this function? Select all that apply.A. It is linear.B. It is nonlinear.C. It is increasing at a constant rate.D. It is decreasing at a constant rate.E. It is both increasing and decreasing.16-GR8-LV1-8.F.5MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 18
17. A quadrilateral, BFHM, is shown on the coordinate plane below.The quadrilateral π΅π΅β²πΉπΉβ²π»π»β²ππ (not shown) is the image of the quadrilateral BFHM after arotation of 180 about the origin.Which of the following statements about the quadrilateral π΅π΅π΅π΅π΅π΅π΅π΅ and π΅π΅β²πΉπΉβ²π»π»β²ππ are true?Select all that apply.β² π»π» β² ππππ A. ππB. π΅π΅ β² ππβ² π΅π΅π΅π΅β² π»π» β² C. πΉπΉπΉπΉπΉπΉD. ππ π»π»β² ππ ππE. ππ πΉπΉβ² ππ πΉπΉ17-GR8-LV2-8.G.1MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 19
18. Triangle ABC was rotated to form Triangle π΄π΄β²π΅π΅β²πΆπΆβ². Triangle π΄π΄β²π΅π΅β²πΆπΆβ² was reflected acrossthe x-axis to form Triangle π΄π΄β²β²π΅π΅β²β²πΆπΆβ²β².Which of the following statements correctly describe the relationship between TriangleABC, Triangle π΄π΄β²π΅π΅β²πΆπΆβ², and Triangle π΄π΄β²β²π΅π΅β²β²πΆπΆβ²β²? Select all that apply.A. Triangle π΄π΄β²π΅π΅β²πΆπΆβ² is congruent to Triangle π΄π΄β²β²π΅π΅β²β²πΆπΆβ²β².B. Triangle π΄π΄π΄π΄π΄π΄ is congruent to Triangle π΄π΄β²β² π΅π΅ β²β² πΆπΆ β²β² .C. Triangle π΄π΄π΄π΄π΄π΄ has greater side lengths than Triangle π΄π΄β²β² π΅π΅ β²β² πΆπΆ β²β² .D. Triangle π΄π΄β²π΅π΅β²πΆπΆβ² has greater angle measurements than Triangle π΄π΄β²β²π΅π΅β²β²πΆπΆβ²β².E. Triangle π΄π΄π΄π΄π΄π΄ has greater angle measurements than Triangle LV2-8.G.2MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 20
19. πΊπΊπΊπΊπΊπΊ is shown on the coordinate plane below.Directions: Determine whether each statement is true or false after πΊπΊπΊπΊπΊπΊ is reflectedacross the π¦π¦-axis. Select the correct cell in each row.StatementTrueFalseThe image of Point πΊπΊ is at (1,1).ooThe image of Point πΏπΏ is at (2,2).ooThe image of Point ππ is at (-4,-1).oo19-GR8-LV2-8.G.3MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 21
20. On the coordinate plane shown below, Figure 1 is transformed to Figure 2, which istransformed to Figure 3. Figure 1 and Figure 3 are similar by a sequence oftransformations.Which statement best explains why Figure 3 is similar but not congruent to Figure 1?A. The image of a polygon that has been translated will have different anglemeasurements but the same side lengths as its pre-image.B. The image of a polygon that has been translated will have congruent anglemeasurements but different side lengths as its pre-image.C. The image of a polygon that has been dilated will have different angle measurementsbut the same side lengths as its pre-image.D. The image of a polygon that has been dilated will have congruent angle measurementsbut different side lengths as its pre-image.20-GR8-LV1-8.G.4MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 22
21. Lines a and b are parallel. Points C and D lie on line a. Points E and F lie on line b. πΆπΆπΆπΆ πΈπΈπΈπΈ and π·π·π·π· πΆπΆπΆπΆ .Which statement about πΆπΆπΆπΆπΆπΆ and πΉπΉπΉπΉπΉπΉ is true?A. They are neither similar nor congruent because they have different positions.B. They are neither similar nor congruent because they have different anglemeasurements.C. They are similar because they have the same side lengths and different anglemeasurements.D. They are congruent because they have the same angle measurements and the same sidelengths.21-GR8-LV1-8.G.5MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 23
22. Directions: Identify the missing side length of the right triangle below.13 cm12 cmA. 1 cmB. 5 cmC. 11 cmD. 25 cm22-GR8-LV2-8.G.7MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 24
23. Henry is fishing from a small boat. His fishing hook is in the water 8 meters directlybelow his boat. A fish is swimming at the same depth as the hook, however it is 15 metersaway from the hook. What is the shortest distance between Henry and the fish?meters23-GR8-LV2-8.G.7MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 25
24. Line segment PQ is shown on the coordinate plane below.QPWhat is the approximate length of line segment PQ?A. 4 unitsB. 6 unitsC. 5 unitsD. 3 units24-GR8-LV2-8.G.8MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 26
25. A cylindrical tank has a height of 10 feet and a radius of 4 feet. Carla fills the tank withwater at a rate of 8 cubic feet per minute. At this rate, how many minutes will it take Carlato completely fill the tank without it overflowing?Round your answer to the nearest DE 8MISSISSIPPI DEPARTMENT OF EDUCATION 27
26. A new smartphone game deducts points from your account when you purchasetokens within the game. If you purchase a large number of tokens at one time, thegame deducts fewer points from your account overall.The scatter plot below displays data for eight usersβ accounts. The relationship betweenthe number of tokens purchased is displayed on the x-axis and the number of pointsdeducted is displayed on the y-axis.Number of PointsDeductedNumber of TokensPurchasedWhich of the following statements correctly describe the scatter plot shown? Select all thatapply.A. There are no outliers.B. The scatter plot shows a linear association.C. The scatter plot shows a positive association.D. The scatter plot shows no association.E. The scatter plot shows a negative E 8MISSISSIPPI DEPARTMENT OF EDUCATION 28
27. Mark read 9 books over the summer. He recorded the number of pages he read and thenumber of hours he spent reading each book. This information and a line of best fit areshown in the scatter plot below.Hours Spent ReadingBooks Mark ReadNumber of PagesBased on the scatter plot, which statement about the time Mark spent reading would likelybe true?A. There is no association between the number of pages Mark read and the number ofhours he spent reading.B. A linear association does not exist between the number of pages Mark read and thehours he spent reading.C. There is a strong negative association between the number of pages Mark read and thenumber of hours he spent reading.D. There is a strong positive association between the number of pages Mark read and thenumber of hours he spent reading.27-GR8-LV1-8.SP.2MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 29
28. Kyle planted a seedling in his garden and recorded its height at the end of each week. Thefunction shown below can be used to estimate the height, h, in inches, of the seedling atthe end of each week, w, after it was planted.Directions: Use the function below to answer Part A and Part B.ππ ππππππ ππππPart AWhat does the slope of the graph of the function β 34π€π€ 94represent?A. The height, in inches, of the seedling after w weeks.B. The height, in inches, of the seedling when Kyle first planted it.C. The increase in the height, in inches, of the seedling each week.D. The total increase in the height, in inches, of the seedling after w weeks.Part BThe function β many weeks?34π€π€ 94estimates the height of the seedling to be 8.25 inches after howweeks28-GR8-LV2-8.SP.3MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 30
29. Shown in the table below are the results from a survey asking visitors at an art museumwhether they prefer Impression or Modern 0Total8080160Based on the data in the table, which statement is true?A. Less than 45% of students surveyed prefer Modern Art.B. More than 70% of adults surveyed prefer Impression Art.C. More than 55% of adults surveyed prefer Impression Art.D. Less than 40% of students and adults surveyed prefer Modern Art.29-GR8-LV1-8.SP.4MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 31
Grade 8 Performance Task:Directions: Use your understanding of rotations, translations, and reflections to answeritems 30-31.30. Abraham draws a pattern. He starts his pattern by drawing Figure 1 as shown below.Part AAbraham would like to make a second copy of his design. Which sequence oftransformations would maintain congruence? Select all that apply.A. reflection followed by a translationB. translation followed by a rotationC. rotation followed by a reflectionD. dilation followed by a reflectionE. rotation followed by a dilation30a-GR8-LV2-8.G.2MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 32
Part BAbraham rotates Figure 1 180 around the point (2, 3), translates the figure 4 units to theright, and labels it Figure 2.Which of the following statements are true? Select all that apply.A. Figure 1 and Figure 2 have one pair of parallel line segments.B. Figure 1 and Figure 2 are not the same shape.C. The area of Figure 1 is less than the area of Figure 2D. The perimeter of Figure 1 is greater than the perimeter of Figure 2.E. The acute angles in Figure 1 and Figure 2 are congruent to one another.30b-GR8-LV2-8.G.1MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 33
31. Directions. Use the graph and information below to answer Part A and Part B.Triangle π³π³π³π³π³π³ is shown in the coordinate planeLMSTriangle πΏπΏπΏπΏπΏπΏ is rotated 90 counterclockwise about the origin to form the image triangleπΏπΏβ²ππβ²ππβ² (not shown). Then triangle πΏπΏβ²ππβ²ππβ² is reflected across the x-axis to form triangleπΏπΏβ²β² ππβ²β² ππ β²β² (not shown).Part AWhat are the signs of the coordinates (π₯π₯, π¦π¦) of ππβ?A. Both π₯π₯ and π¦π¦ are positive.B. π₯π₯ is negative and π¦π¦ is positive.C. Both π₯π₯ and π¦π¦ are negative.D. π₯π₯ is positive and π¦π¦ is negative.31a-GR8-LV2-8.G.3MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 34
Part BWhat are the signs of the coordinates (π₯π₯, π¦π¦) of πΏπΏββ?A. Both π₯π₯ and π¦π¦ are positive.B. π₯π₯ is negative and π¦π¦ is positive.C. Both π₯π₯ and π¦π¦ are negative.D. π₯π₯ is positive and π¦π¦ is negative.31b-GR8-LV2-8.G.3MAP-TESTLET-MATH-GRADE 8MISSISSIPPI DEPARTMENT OF EDUCATION 35
Grade 8 Answer KeyItemStandardAnswerPoint Value1238.NS.18.EE.18.EE.21 pt1 pt2 .1, 8.G.2318.G.3CA, C, DA1, B2, C1, D2Part A: BPart B: 40B, CA, DAA3, B2, C1, D1A, C, D(3, 5)
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the
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and associations of local government in their efforts to improve governance at the grassroots and to deliver services to the citizens of Mississippi. The center does not take an advocacy role in the Mississippi State University Extension Service Municipal Government in Mississippi Mississippi. Mississippi.
The 33rd Annual Mississippi Water Resources Conference was held April 23-24, 2003 at the Eagle Ridge Conference Center in Raymond, Mississippi. CONFERENCE SPONSORS: Mississippi Water Resources Research - GeoResources Institute U.S. Geological Survey, Mississippi District Office Mississippi Department of Environmental Quality's Offices of Land and
The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School . English Language Arts, Grades 3-8 Blueprint Interpretive Guide MAP-3-8-ELA 4 1.0 Purpose Statement Test blueprints contain information about individual tests .
The API also provides the user with ability to perform simple processing on measurements made by the CTSU for each channel and then treat each channel as a Touch Button, or group channels and use them as linear or circular sliders. The API inherently depends on the user to provide valid configuration values for each Special Function Register (SFR) of the CTSU. The user should obtain these .
