Nebraska State Accountability Mathematics Item And Scoring Sampler Grade 8
NEBRASKA STATEACCOUNTABILITYMATHEMATICSITEM AND SCORING SAMPLERGRADE 8Nebraska 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31NeSA-Mathematics Item and Scoring Sampler – Grade 8ii
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 81
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 82
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 83
NeSAMath SamplerItemsMULTIPLE-CHOICE ITEMS1.3What is 3–6 in simplest form?A.1 }}387420489B.1 }19683C.1 }27D.1 }9Item InformationAlignmentMA 8.1.2.bAnswer KeyDDepth of Knowledge2FocusSimplifyingExpressions withRootsSimplify numerical expressions involving exponents and roots(e.g., 4(–2) is the same as } 1 ).16Option AnnotationsThe student is asked to simplify the radical expression shown.( –6 )()1 ( 1 ) }} .}3387,420,489 ( 1 } 1 .}3)19,683 ( 1 } 1 .}3)273 } 2 1Option D is correct since 3–6 3 3 3–2 1 } .}39Option A is incorrect since 3(–6 3) 3–18Option B is incorrect since 3(–6 – 3) 3–9Option C is incorrect since 3(–6 3) 3–3NeSA-Mathematics Item and Scoring Sampler – Grade 818934
NeSAMath Sampler2.ItemsUse the table below to answer the question.Oranges and Grapefruit SoldOranges340256Grapefruit326523The table shows the numbers of oranges and grapefruits sold to six different customers. Whichscatter plot represents the data?A.Grapefruit76543211 2 3 4 5 6 7Oranges0C.Grapefruityx1 2 3 4 5 6 7Oranges1 2 3 4 5 6 7Oranges0yxNeSA-Mathematics Item and Scoring Sampler – Grade 8Oranges andGrapefruit Sold7654321D.Oranges andGrapefruit Sold76543210yGrapefruitGrapefruityB.Oranges andGrapefruit SoldOranges andGrapefruit Sold76543210x1 2 3 4 5 6 7Orangesx5
NeSAMath SamplerItemsItem InformationAlignmentMA 8.4.1.aRepresent bivariate data (i.e. ordered pairs) using scatter plots.Answer KeyBOption AnnotationsDepth of Knowledge1The student is asked to use the table to identify the scatterplot that represents the data in the table. Option B is thecorrect answer since all values from the table are representedin the scatter plot. Option A is incorrect since the x- andy-coordinates of the points are reversed in the scatter plot.Option C is incorrect since only one point from the table isplotted correctly in the scatter plot. Option D is incorrect sincethe x- and y-coordinates of one of the points are reversed andone point from the table is not included in the scatter plot.FocusRepresentingData from TablesUsing ScatterPlotsNeSA-Mathematics Item and Scoring Sampler – Grade 86
NeSAMath Sampler3.ItemsUse the scatter plot below to answer the question.yPlayers’ Minutes and Points12Points Scored108642036912Minutes Played1518xThe scatter plot shows the number of minutes played and points scored by some players on ateam. Using the line of best fit, which number is CLOSEST to the number of points that wouldbe scored by a player that plays for 27 minutes?A.6B.11C.15D.16NeSA-Mathematics Item and Scoring Sampler – Grade 87
NeSAMath SamplerItemsItem InformationAlignmentMA 8.4.2.aAnswer KeyBDepth of Knowledge2FocusMakingPredictionsUsing Line ofBest FitSolve problems and make predictions using an approximateline of best fit.Option AnnotationsThe student is asked to use the line of best fit on the scatterplot to make a prediction. Option B is the correct answer sincethe equation of the line of best fit is y } 1 x 2,3y 1} (27) 2,3y 9 2, or y 11.Option A is incorrect since 6 is the absolute value of thex-intercept. Options C and D are incorrect since the equationof the line of best fit used to generate the values is y } 1 x 2.2NeSA-Mathematics Item and Scoring Sampler – Grade 88
NeSAMath Sampler4.ItemsWhat is the square root of 100?A.5B.10C.25D.50Item InformationAlignmentMA 8.1.2.aAnswer KeyBDepth of Knowledge1FocusEvaluatingSquare Roots ofPerfect SquaresEvaluate the square roots of perfect squares less than or equalto 400 and cube roots of perfect cubes less than or equal to125.Option AnnotationsThe student is asked to find the square root of 100. Option Bis the correct answer since 102 10 10 100. Option A isincorrect since 52 5 5 25. Option C is incorrect since252 625. Option D is incorrect since 502 2,500.NeSA-Mathematics Item and Scoring Sampler – Grade 89
NeSAMath Sampler5.ItemsUse the equation below to answer the question.5(2m 10) 2(5m 10)Which statement correctly describes the value of m?A.The variable m has no correct solutions.B.The variable m has infinitely many correct solutions.C.The variable m has one solution, and it is when m 0.D.The variable m has one solution, and it is when m 1.Item InformationAlignmentMA 8.2.1.cAnswer KeyADepth of Knowledge2FocusEquations withNo SolutionDescribe equations and linear graphs as having one solution,no solution, or infinitely many solutions.Option AnnotationsThe student is asked to use the equation to determine thenumber of solutions of the variable. Option A is the correctanswer since there are no values of the variable that makethe equation true. Options B, C and D are incorrect since theequation has no solution.NeSA-Mathematics Item and Scoring Sampler – Grade 810
NeSAMath Sampler6.ItemsUse the graph below to answer the question.Mouse Food Eaten (oz)yZander’s Pets65432101 2 3 4 5 6Bird Food Eaten (oz)xThe graph shows the amount of food Zander’s pet mouse eats compared to his pet bird. Whichstatement correctly compares the amount of food each pet eats?A.For every 1 ounce of food the bird eats, the mouse eats 2 ounces of food.B.For every 2 ounces of food the bird eats, the mouse eats 1 ounce of food.C.For every 2 ounces of food the bird eats, the mouse eats 3 ounces of food.D.For every 3 ounces of food the bird eats, the mouse eats 2 ounces of food.Item InformationAlignmentMA 8.2.1.dAnswer KeyDDepth of Knowledge2FocusInterpretingSlope of Graphof ProportionalRelationshipGraph proportional relationships and interpret the slope.Option AnnotationsThe student is asked to use the graph to interpret the slope ofthe given situation. Option D is the correct answer since therate of change is } 2 where the y-value represents mouse food3and the x-value represents bird food, and the point (3, 2) fallson the line. Option A is incorrect since the point (1, 2) does notfall on the line. Option B is incorrect since the point (2, 1) doesnot fall on the line. Option C is incorrect since the point (2, 3)does not fall on the line.NeSA-Mathematics Item and Scoring Sampler – Grade 811
NeSAMath Sampler7.ItemsAaron sells jackets online. He adds 4.75 per jacket onto every purchase for shipping. Hecollected a total of 188.75 selling 5 jackets. Which equation could be used to calculate the saleprice, j, of each jacket?A.5( j 4.75) 188.75B.5 j 4.75 188.75C.5(4.75) j 188.75D.(5 4.75) j 188.75Item InformationAlignmentMA 8.2.3.bAnswer KeyADepth of Knowledge2FocusWriting MultiStep Equationsto RepresentReal-WorldProblemsWrite a multi-step equation to represent real-world problemsusing rational numbers in any form.Option AnnotationsThe student is asked to write a multi-step equation thatrepresents the given situation. Option A is the correct answersince the equation shows the price of each jacket plus theshipping fee ( j 4.75) multiplied by the 5 jackets sold, andthe product is equal to 188.75. Option B is incorrect sincethe equation does not show the shipping fee (4.75) multipliedby the 5 jackets. Option C is incorrect since the equationdoes not show the price of each golf ball ( j ) multiplied by the5 jackets. Option D is incorrect since the equation shows theshipping fee multiplied by the cost of the jacket.NeSA-Mathematics Item and Scoring Sampler – Grade 812
NeSAMath Sampler8.ItemsUse the arrow on the coordinate plane below to answer the question.The arrow is rotated 90 clockwise about the origin. Which statement correctly describes thequadrant and orientation of the arrow?A.The arrow is in quadrant II pointing right.B.The arrow is in quadrant II pointing down.C.The arrow is in quadrant IV pointing right.D.The arrow is in quadrant IV pointing down.NeSA-Mathematics Item and Scoring Sampler – Grade 813
NeSAMath SamplerItemsItem InformationAlignmentMA 8.3.2.aPerform and describe positions and orientation of shapesunder single transformations including rotations (in multiplesof 90 degrees about the origin), translations, reflections, anddilations on and off the coordinate plane.Answer KeyDOption AnnotationsDepth of Knowledge2The student is asked to determine the quadrant andorientation of the arrow after the given transformation isperformed. Option D is the correct answer since the arrowis in quadrant IV and is oriented to point down after thetransformation. Option A is incorrect since the arrow is not inquadrant II nor oriented to point right after the transformation.Option B is incorrect since the arrow is not in quadrant II afterthe transformation. Option C is incorrect since the arrow is notoriented to point right after the transformation.FocusOrientation ofShape AfterRotationNeSA-Mathematics Item and Scoring Sampler – Grade 814
NeSAMath Sampler9.ItemsUse the triangles below to answer the question.y87654321FDE–8 –7 –6 –5 –4 –3 –2 –1 0 1 2 3 4 5 6 7 8–1B–2A–3C–4–5–6–7–8xTriangles ABC and DEF are similar but not congruent. Which set of transformations could beused to transform triangle ABC onto triangle DEF?A.A translation 3 units up followed by a rotation 90 counterclockwise about its center.B.A reflection across the x-axis followed by a dilation of scale factor 2 about the origin.C. A reflection across the line y x followed by a rotation 90 clockwise about the origin.D.A rotation 90 counterclockwise about the origin followed by a dilation of scale factor 0.5about the origin.NeSA-Mathematics Item and Scoring Sampler – Grade 815
NeSAMath SamplerItemsItem InformationAlignmentMA 8.3.2.cFind similar two-dimensional figures and define similarity interms of a series of transformations.Answer KeyBOption AnnotationsDepth of Knowledge2The student is asked to determine which set oftransformations creates a similar but not congruent triangleto triangle ABC. Option B is the correct answer sincethe set of transformations transforms triangle ABC ontotriangle DEF. Options A and C are incorrect since the sets oftransformations create congruent triangles to triangle ABC.Option D is incorrect since the set of transformations does nottransform triangle ABC onto triangle DEF.FocusTransformationsto Form SimilarFigures onCoordinatePlaneNeSA-Mathematics Item and Scoring Sampler – Grade 816
NeSAMath SamplerItems10. Use the points on the coordinate plane below to answer the question.y10987654321–10–9 –8 –7 –6 –5 –4 –3 –2 –1 0–1F–2–3–4–5–6–7–8–9–101 2 3 4 5 6 7 8 9 10xJWhat is the distance between points F and J?A.5B.12C.13D.17NeSA-Mathematics Item and Scoring Sampler – Grade 817
NeSAMath SamplerItemsItem InformationAlignmentMA 8.3.3.cFind the distance between any two points on the coordinateplane using the Pythagorean Theorem.Answer KeyCOption AnnotationsDepth of Knowledge1The student is asked to find the distance between the twopoints shown on the coordinate plane. Option C is the correctanswer since 52 122 132. Option A is incorrect since5 units is the vertical distance between the points. Option B isincorrect since 12 units is the horizontal distance between thetwo points. Option D is incorrect since 17 units is the sum ofthe vertical and horizontal distances of the two points.FocusFinding DistanceBetween TwoPoints onCoordinatePlaneNeSA-Mathematics Item and Scoring Sampler – Grade 818
NeSAMath SamplerItems11. Use the diagram of the grain silo below to answer the question.18 ft24 ft10 ftWhat is the maximum amount of grain, in cubic feet, the silo can hold?A.246π ft3B.492π ft3C.2,214π ft3D.8,856π ft3Item InformationAlignmentMA 8.3.3.dAnswer KeyCDepth of Knowledge2FocusSolving RealWorld Problemswith Volumesof Cones andCylindersDetermine the volume of cones, cylinders, and spheres, andsolve real-world problems using volumes.Option AnnotationsThe student is asked to solve the problem by finding thevolume of the figure shown. Option C is the correct answersince the volume of the cylinder is π 92 24 1,944π,the volume of the cone is } 1 ( π 92 10) 270, and31,944π 270π 2,214π. Option A is incorrect since 246π isthe value that is calculated when the radius 9 is not squared.Option B is incorrect since 492π is the value that is calculatedwhen the value of 92 is misrepresented as 18. Option D isincorrect since 8,856π is the value that is found when thediameter 18 is used in place of the radius.NeSA-Mathematics Item and Scoring Sampler – Grade 819
NeSAMath SamplerItems12. What is the value of 3 – –19 ?A.–22B.–16C.16D.22Item InformationAlignmentMA 8.1.2.cAnswer KeyBDepth of Knowledge1FocusSimplifyingExpressions withAbsolute ValueSimplify numerical expressions involving absolute value.Option AnnotationsThe student is asked to find the value of the expression.Option B is the correct answer since 3 3, –19 19, and3 – 19 –16. Option A is incorrect since 3 is incorrectlyevaluated as –3, and –3 – 19 –22. Option C is incorrectsince 3 is incorrectly evaluated as –3 and –19 is incorrectlyevaluated as –19, and –3 – (–19) 16. Option D is incorrectsince –19 is incorrectly evaluated as –19, and 3 – (–19) 22.NeSA-Mathematics Item and Scoring Sampler – Grade 820
NeSAMath SamplerItems13. Use the figure below to answer the question.ab1 23 45 67 8Lines a and b are parallel. Which two angles are congruent?A./1 and /3B./1 and /4C./3 and /8D./5 and /7Item InformationAlignmentMA 8.3.1.bIdentify and apply geometric properties of parallel lines cutby a transversal and the resulting corresponding, alternateinterior, and alternate exterior angles to find missing measures.Answer KeyBOption AnnotationsDepth of Knowledge1The student is asked to use the parallel lines cut by atransversal to identify the pair of congruent angles. Option Bis the correct answer since angles 1 and 4 are vertical angles.Options A, C, and D are incorrect since the pairs of angles aresupplementary angles.FocusIdentifyingAngles Formedby ParallelLines Cut byTransversalsNeSA-Mathematics Item and Scoring Sampler – Grade 821
NeSAMath SamplerItems14. Which type of number is –2?A.integerB.irrationalC.naturalD.wholeItem InformationAlignmentMA 8.1.1.aAnswer KeyADepth of Knowledge1FocusClassifyingIntegersDetermine subsets of numbers as natural, integer, rational,irrational, or real, based on the definitions of these sets ofnumbers.Option AnnotationsThe student is asked to classify the given number. Option Ais the correct answer since –2 is an integer. Options B, C, andD are incorrect since they show other sets of numbers that –2does not belong in.NeSA-Mathematics Item and Scoring Sampler – Grade 822
NeSAMath SamplerItems15. What is 2.15 10–4 in standard m InformationAlignmentMA 8.1.1.bAnswer KeyCDepth of Knowledge1FocusScientificNotation withNegativeExponentsRepresent numbers with positive and negative exponents andin scientific notation.Option AnnotationsThe student is asked to use standard form to represent thenumber given in scientific notation.Option C is the correct answer since 2.15 10–4 0.000215.Option A is incorrect since 2.15 –(104) –21,500.Option B is incorrect since 2.15 –(10–4) –0.000215.Option D is incorrect since 2.15 104 21,500.NeSA-Mathematics Item and Scoring Sampler – Grade 823
NeSAMath SamplerItems16. Use the diagram below to answer the question.(x 15) 25 35 What is the value of x in the triangle?A.60B.75C.105D.120Item InformationAlignmentMA 8.3.1.aDetermine and use the relationships of the interior angles of atriangle to solve for missing measures.Answer KeyCOption AnnotationsDepth of Knowledge2The student is asked to use the diagram of the triangle to findthe value of the variable. Option C is the correct answer since105 15 25 35 180. Option A is incorrect since 60 isthe sum of the measures of the two bottom angles. Option Bis incorrect since 75 is the sum of all numbers labeled in thediagram. Option D is incorrect since 120 is the measure of thetop angle.FocusSolving forMissingMeasuresof Angles inTrianglesNeSA-Mathematics Item and Scoring Sampler – Grade 824
NeSAMath SamplerItems17. Use the figure below to answer the question.25 in.24 in.xUsing the Pythagorean theorem, what is the value of x?A.1 inchB.7 inchesC.41 inchesD.49 inchesItem InformationAlignmentMA 8.3.3.bApply the Pythagorean Theorem to find side lengths oftriangles and to solve real-world problems.Answer KeyBOption AnnotationsDepth of Knowledge2The student is asked to use the Pythagorean theorem to findthe value of the variable in the triangle shown. Option B isthe correct answer since 252 – 242 72. Option A is incorrectsince 25 – 24 1. Option C is incorrect since the value of xmust be less than 25. Option D is incorrect since 25 24 49.FocusFinding SideLength of Leg ofRight TrianglesNeSA-Mathematics Item and Scoring Sampler – Grade 825
NeSAMath SamplerItems18. Students are rafting on a river. They travel approximately 4.7 miles per day. They raft for threedays. What is the BEST estimate of the total distance, in miles, they travel?A.12B.15C.19D.25Item InformationAlignmentMA 8.1.2.eAnswer KeyBDepth of Knowledge2FocusEstimating withDecimalsEstimate and check reasonableness of answers usingappropriate strategies and tools.Option AnnotationsThe student is asked to solve the problem by estimating theproduct of 4.7 and 3 to the nearest whole number. Option Bis the correct answer since 4.7 is closer to 5 than 4, and5 3 15. Options A, C, and D are incorrect since theestimates are not as close to the product.NeSA-Mathematics Item and Scoring Sampler – Grade 826
NeSAMath SamplerItems1 219. What is the value of x in 2x – 2 } – 3x?}3 3A. x – 1 } 3B.x 3 }5C. x –3D.x 15Item InformationAlignmentMA 8.2.2.aAnswer KeyBDepth of Knowledge2FocusSolving MultiStep Equationswith Fractionsand Variables onBoth Sides ofEqual SignSolve multi-step equations involving rational numbers with thesame variable appearing on both sides of the equal sign.Option AnnotationsThe student is asked to solve the equation to find the value ofthe variable. Option B is the correct answer since1 2 – 3x,2x – 2 }}3 31 21 – 3x,2x – 2 1 2 }} 2 } }33 332x 3x 3 – 3x 3x,5x 3,5x } 3 } ,5 5x 3 } .5Options A, C, and D are incorrect since the solutions arearrived at through errors in combining like and unlike terms.NeSA-Mathematics Item and Scoring Sampler – Grade 827
NeSAMath SamplerItems20. Which represents the solution to 3x 2 –4?A.x –2B.x –2C.2 x – }3D.x – 2} 3Item InformationAlignmentMA 8.2.2.bAnswer KeyADepth of Knowledge2FocusSolving TwoStep InequalitiesSolve two-step inequalities involving rational numbers andrepresent solutions on a number line.Option AnnotationsThe student is asked to solve the inequality. Option A is thecorrect answer since3x 2 –4,3x 2 – 2 –4 – 2,3x –6,x –2.Option B is incorrect since the inequality sign is reversedin x –2. Option C is incorrect since –4 – 2 is incorrectlycombined when solving. Option D is incorrect since –4 – 2 isincorrectly combined and the inequality sign is reversed.NeSA-Mathematics Item and Scoring Sampler – Grade 828
NeSAMath SamplerItems21. Which expression represents m squared times 2.56?A.2.56 m 2B.2.56m2C.(2.56m)2D.2(2.56m)Item InformationAlignmentMA 8.2.1.aCreate algebraic expressions, equations, and inequalities(e.g., two-step, one variable) from word phrases, tables, andpictures.Answer KeyBOption AnnotationsDepth of Knowledge2The student is asked to create an expression that representsthe word phrase. Option B is the correct answer since 2.56m2represents m squared times 2.56. Option A is incorrect since2.56 m 2 represents m times 2 times 2.56. Option C isincorrect since (2.56m)2 represents the quantity
NeSA-Mathematics Item and Scoring Sampler Grade 8 9 NeSA Math Sampler Items 9 4. What is the square root of 100? A. 5 B. 10 C. 25 D. 50 Item Information Alignment MA 8.1.2.a Evaluate the square roots of perfect squares less than or equal to 400 and cube roots of perfect cubes less than or equal to 125.
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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.
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
