Scoring Sampler Grade 6

The Pennsylvania System of School Assessment
Mathematics Item and Scoring Sampler
20082009 Grade 6
Pennsylvania Department of Education Bureau of Assessment and Accountability 20082009
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 General Description of Mathematics Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Description of Sample Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Grade 6 Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 First Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Second Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Third Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Grade 6 Mathematics Item Sampler 20082009
MATHEMATICS INTRODUCTION
General Introduction
The Department of Education provides districts and schools with tools to assist in delivering focused instructional programs aligned to the state assessment system. These tools include assessment anchor documents, assessment handbooks, and content-based item and scoring samplers. This 20082009 Mathematics Item and Scoring Sampler is a useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.
What Is Included
The 20082009 Mathematics Item and Scoring Samplers do not contain newly released items. The samplers are a compilation of previously released items. This item and scoring sampler contains mathematics multiple-choice items and open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (Assessment Anchors). Some of the items are actual items used to assess student performance on the PSSA. They provide an idea of the types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous review process to ensure alignment with the Assessment Anchors.
Purpose and Uses

The items in this sampler may be used as examples for creating assessment items at the classroom level, and they may also be copied and used as part of a local instructional program.* Classroom teachers may nd it benecial to have students respond to the open-ended items in this sampler. Educators can then use the sampler as a guide to score the responses either independently or together with colleagues within a school or district.
Item Format and Scoring Guidelines

The multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worth one point. Each open-ended item is designed to take about ten minutes to complete. During an ofcial testing administration, students are given additional time as necessary to complete the test items. Each open-ended item in mathematics is scored using an item-specic scoring guideline based on a 04 point scale. In this sampler, every item-specic scoring guideline is combined with examples of student responses representing each score point to form a practical itemspecic scoring guide. The sampler also includes the General Description of Mathematics Scoring Guidelines used to develop the item-specic guidelines and guides. These General Description Scoring Guidelines should be used if any additional item-specic scoring guidelines are created for use within local instructional programs.*
Item Alignment
All PSSA items are aligned to statements and specications included in the Assessment Anchor Content Standards documents. The mathematics content included in the PSSA mathematics multiple-choice items will align with the Assessment Anchors as dened by the Eligible Content statements. The process skills, directives, and action statements will also specically align with the Assessment Anchors as dened by Eligible Content statements. The mathematics content included in the PSSA mathematics open-ended items will align with content included in Eligible Content statements. The process skills, directives, and action statements included in the performance demands of the PSSA mathematics open-ended items will align with specications included in the Assessment Anchor statements, the Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action statements used in the open-ended questions or stems can come from the Eligible Content, Descriptor, or Anchor.
* The permission to copy and/or use these materials does not extend to commercial purposes.
Grade 6 Mathematics Item Sampler 20082009 1
MATHEMATICS GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES

4 The response demonstrates a thorough understanding of the mathematical concepts and procedures required by the task. The response provides correct answer(s) with clear and complete mathematical procedures shown and a correct explanation, as required by the task. Response may contain a minor blemish or omission in work or explanation that does not detract from demonstrating a thorough understanding. 3 The response demonstrates a general understanding of the mathematical concepts and procedures required by the task. The response and explanation (as required by the task) are mostly complete and correct. The response may have minor errors or omissions that do not detract from demonstrating a general understanding. 2 The response demonstrates a partial understanding of the mathematical concepts and procedures required by the task. The response is somewhat correct with partial understanding of the required mathematical concepts and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear. 1 The response demonstrates a minimal understanding of the mathematical concepts and procedures required by the task. 0 The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures required by the task for that grade level. Response may show only information copied from the question. Special Categories within zero reported separately: BLK (blank) ...........Blank, entirely erased, or written refusal to respond OT ..........................Off task IL ...........................Illegible LOE .......................Response in a language other than English
MATHEMATICS MATHEMATICS REPORTING CATEGORIES

Mathematics scores are reported in ve categories: A Numbers and Operations B Measurement C Geometry D Algebraic Concepts E Data Analysis and Probability Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.
DESCRIPTION OF SAMPLE ITEMS

The mathematics multiple-choice items begin on the next page. Each item is preceded by the Assessment Anchor and Eligible Content coding. The majority of answer options AD are followed by a brief analysis or rationale. The correct answer is indicated by an asterisk (*). Three open-ended items follow the multiple-choice items. Each of these is displayed with an item-specic scoring guidelines and examples of responses with scores and annotations. A calculator is permitted for use in solving items numbered 753 in this sampler. Items numbered 16 are to be solved without the use of a calculator. Scratch paper may be used in solving all items, and a ruler similar to that shown below should be used to answer item numbers 17 and 18.
GRADE 6 RULER
The ruler shown below is not intended to be used to measure. It has been included as a representation of the rulers that will be provided for students when they take the test. Due to differences in printers, etc., the ruler and item number 10 may not accurately reproduce to scale.
Grade 5/6
(in.)
15
1
12 13 14
2
10 11
3
7 8 9
4
5 6
5
2 3 4
(cm) 1
3
MATHEMATICS MULTIPLE-CHOICE ITEMS

During an assessment, students would not be permitted to use a calculator on items 13. A.1.1.1 1. What is 1% represented as a fraction? A B C D 1 } 1 1 } 10 1 } 100 1 } 1000
100%
A.3.1.1 3. Varsha had $79.80. He bought the following items: Item

10%
*
0.1%
lamp stapler 3-hole punch pencil holder journal
Price (including tax) $23.88 $ 8.14 $ 4.59 $ 3.30 $16.20
A.3.1.1 2. Maria took $60.00 with her to go shopping. She spent $27.89 in one store and $11.42 in another store. She made no other purchases. Which is the closest estimate of the amount of money Maria had left? A B C D
41-9010
Which is the closest estimate to the amount of money he had left over after buying the items? A B C D $20.00 $21.00 $24.00 $26.00
rounded each to nearest 5 rounded all numbers up
*
rounded all numbers down
$10 $20 $30 $40
$11.42 rounded to $20
*
$27.89 rounded to $20 amount spent, rounded
MATHEMATICS
During an assessment, students would not be permitted to use a calculator on items 46. A.3.2.1 4. Solve: 1 12 } 4 A B C D 3 4 11 3 } 4 48 *
1 taken from } 4 12 1 } 4 12 4
A.3.2.1 6. What is 5 1 ? } } 7 2 A B C D
41-9143
3 } 14 2 } 7 4 } 7 4 } 5
*
5 1 } } reduced 14 14 15 7 reduced } } 14 14 51 } 72
A.3.2.1 5. Divide: 1.5+ 12.75 A B C D

41-9144
7.2 8.4 8.5 9.2
incorrect rst step incorrect second step
*
incorrect rst step
MATHEMATICS
A.1.1.2 7. 1 What decimal number is equivalent to } ? 6 A B C D
6MSA112
A.1.2.1 9. The table below shows the weights of several objects. Weights of Objects Object 1 2 3 4 Weight (in ounces) 3.511 2.998 3.091 3.089
0.16 0.6 0.1} 6 0.2
digits from fraction 6; decimal point incorrect } 1
*
0.16 rounded
Which object has the greatest weight? A B C D object 1 * object 2 object 3 object 4
A.1.1.4 8. Shawnas jump rope was 6 2 feet long. } 3 Which fraction is equivalent to this length? A B C D 8 } feet 3 11 feet } 3 12 feet } 3 20 feet } 3
(6 + 2) } 3 (3 + 6 + 2) } 3 62 } 3
A.1.3.1 10. What is the greatest common factor (GCF) of 46 and 42? A B C D 2 4 6 7 *
common 1st digit digit in 46; factor of 42 factor of 42
MATHEMATICS
A.1.3.2 11. A librarian is placing books on shelves. The librarian has more than 20 books. The librarian can put 8 books on each shelf with no books left over. The librarian could also put 20 books on each shelf with no books left over. Which is the least number of books that the librarian could have? A B C D
41-9093
A.1.4.1 13. The circle below is divided into equal-sized sections.
What percent of the circle is shaded? A B C D

41-9007
6% 12% 50% 60%
6 shaded sections 12 sections in total
28 books 40 books 80 books 160 books
numbers from stem
*
multiple of 8 and 20 multiple of 8 and 20
*
6 shaded sections 10
A.2.1.1 A.1.3.3 12. Mr. Jones is separating the school band into groups. He can put the students into either groups of 3 or groups of 10 without leaving out any students. How many students could be in the band? A B C D
6MSA133
14. Which expression completes the equation (19 3) + (19 1) = ? A B C D

6MSA211
19 + (3 1) 19 (3 + 1) (19 + 19) (3 + 1) (19 + 3) (19 + 1)
incorrect operations
*
used both 19s incorrect operations
33 60 133 160
multiple of 3
*
numbers from stem multiple of 10
MATHEMATICS
B.1.1.1 15. Jill arrived at her grandmothers house at 8:03 A.M. on May 18. Jill left her grandmothers house on May 20 at 1:00 P.M. How long was Jill at her grandmothers house? A B C D 5 hours 3 minutes 7 hours 3 minutes 28 hours 57 minutes 52 hours 57 minutes *
8:00 to 1:00 + 3 minutes 8:03 ] 1 hour 8:03 to 1:00 + 1 day
B.2.1.1 Use the gure below to answer question 17.
17. Using your ruler, what is the length of the toy bat? A B C 40 millimeters 42 millimeters 44 millimeters 46 millimeters
off by 2 mm
*
off by 2 mm off by 4 mm
B.1.1.1 16. Larry began exercising at 9:15 A.M. He nished exercising at 10:08 A.M. and did not take any breaks. How many minutes did Larry exercise? A B C D
41-9148
D
41-9159
53 minutes 57 minutes 67 minutes 93 minutes
*
15 8 = 7; 50 + 7 = 57 10 9 = 1; 15 8 = 7; 1 hr 7 min = 67 min 10.08 9.15 = 0.93 as 93 minutes
MATHEMATICS
B.2.1.1 18. Sue Lee looked at 4 keys on her computer keyboard.
Using your ruler, what is the total length, in inches (in.), of the keys? A B C D 1 3 in. } 4 2 3 in. } 8 2 1 in. } 2 2 3 in. * } 4
B.2.1.2 19. Molly bought a bunch of grapes. Which measurement of the weight of Mollys grapes is the most precise? A B C D 1,363 grams 2 kilograms 50 ounces 3 pounds *
6MSB212
MATHEMATICS
B.2.1.3 Use the protractor below to answer question 20.
100 80
90
80 100
L
0 13 0 5 14 40 0
0 12 0 6
11 0 70
70 11 0
6 12 0 0
5 13 0 0
10 20 170 60 30 0 1 15 40 0 14
170 10
160 20
15 30 0
20. What is the measure of /LMN? A B C D

6MSB213
458 558 1358 1458
wrong scale wrong scale read in wrong direction
*
scale read in wrong direction
B.2.2.1 21. The rectangular calendar on Teds wall is 12 inches long and 10 inches wide. What is the perimeter of the calendar? A B C D 22 inches 44 inches 88 inches 120 inches
12 + 10
180 0
0 180
B.2.3.1 22. Which type of angle has the greatest number of degrees? A B C D acute obtuse right straight *
less than 90 between 90 and 180 exactly 90
*
22 4 sides 12 10
10
MATHEMATICS
C.1.1.1 23. Which shape has the greatest number of sides? A B C D decagon pentagon heptagon quadrilateral *
5 sides 7 sides 4 sides
C.1.1.2 25. Lindseys triangle has angles that measure 90, 45, and 45. What type of triangle must this be? A B C D acute obtuse scalene isosceles *
C.1.1.1 Use the gure below to answer question 24.
C.1.1.3 26. Circle T is shown below. M
T 24. What type of polygon is the gure? A B C D

41-9276
N P Nina measured the length of line segment MP as 20 centimeters (cm). What is the length of line segment NT? A B C D
41-9269
decagon heptagon nonagon octagon
10 sides 7 sides
*
8 sides
5 cm 10 cm 15 cm 20 cm
half of NT
*
NT plus half of NT MP
11
MATHEMATICS
C.1.1.4 27. How many degrees will the minute hand on a clock move in 1 full rotation? A B C D
41-9280
C.1.2.2 Use the drawing below to answer question 29.
90 180 300 360
1 rotation } 4 1 rotation } 2 5 rotation } 6
D C A B 29. Which point is on just a line segment? A B C D m point A point B point C point D
on a line on a ray on a line
C.1.2.1 28. Line p is parallel to line k in the gure shown below. p k
Which statement about the lines in the gure is true? A B C D

41-9031
Line k is parallel to line m.

intersecting
Line m is parallel to line j.

intersecting
Line p is perpendicular to line k.

parallel
Line j is perpendicular to line p. *
12
MATHEMATICS
C.3.1.1 Use the coordinate plane below to answer question 30. y 20 15 10 5 x D.1.1.1 31. Luis wrote a series of numbers based on a pattern. 60, 30, 36, 18, 24, 12, 18, ? , ? The pattern continues. What should be the next 2 numbers in his series? A B C D 9, 15 9, 24 24, 18 24, 30 *
18; 18 + 6 } 2 18 + 6; 12 + 6 18 + 6; 12 + 18
10
15
20
30. What is the location of point A? A B C D (0, 5.5) (0, 2.5) (7.5, 0) (0, 7.5) *
13
MATHEMATICS
D.1.1.1 32. The table below shows the time it takes Sam to run different distances. Time (in seconds) 10 20 30 40 Distance of Run (in meters) 6 12 18 24 D.1.2.1 Use the table below to answer question 33. Input Output 3 0 1 5 7 2 3 9 33. Which rule was used on the input number to get the output number? A multiply by 1 and add 2
differences in rst column and in second column are 1 and 2
Based on the pattern shown in the table, how many meters can Sam run in 70 seconds? A B C D
41-9178
24 meters 35 meters 42 meters 48 meters
last distance in table (70 10) 5
multiply by 1 and add 3

generates rst row output
*
distance in 80 seconds
multiply by 2 and add 2

wrong value added after multiplying
D
41-9055
multiply by 2 and add 3 *
14
MATHEMATICS
D.1.2.1 34. A baker charged $0.69 for one bagel. He gave a $0.15 discount for each dozen bagels purchased. Which chart shows this information? A Bagel Prices Number Price of Bagels 1 $ 0.69 6 $ 4.14 12 $ 8.28 24 $16.56 Bagel Prices Number Price of Bagels 1 $ 0.69 6 $ 4.14 12 $ 8.13 24 $16.11 Bagel Prices Number Price of Bagels 1 $0.69 6 $1.23 12 $2.31 24 $4.47 Bagel Prices Number Price of Bagels 1 $ 0.69 6 $ 4.14 12 $ 8.13 24 $16.26 D.2.1.1 35. Which operation should be used to solve 3x = 36 for x? A B C D add 3 to both sides subtract 3 from both sides divide both sides by 3 * multiply both sides by 3
D.2.1.1 36. Emmy is 12. She writes an equation to nd her mothers age, m. m 12 = 35 Which operation solves the equation for m? A B C D
6MSD211
add 12 to both sides * subtract 12 from both sides multiply both sides by 12 divide both sides by 12
D.2.1.2 37. The equation t 4 = 24 can be used to nd Toms age (t). How old is Tom? A B C D 6 20 28 96
24 4 24 ] 4 24 1 4
15
MATHEMATICS
D.2.1.2 38. What is the value of x in the equation 32x = 512? A B C D
6MSD212
E.1.1.1 40. The line plot below shows how many hours of homework 10 students had in one week. Hours of Homework in One Week x x x x x x x x x x 0 5 10 15
16 480 544 16,384
*
512 32 512 + 32 512 32
D.2.2.1 39. Dave has 14 shirts. He has 6 fewer shirts than Cal. Which expression represents the number of shirts (c) that Cal has? A B C D c + 6 = 14 c 6 = 14 * c 6 = 14 c = 6 14
How many hours of homework did they have in all? A B C D 30 37 70 80 *

4 + 10 + 24 + 30 + 12 5 + 10 + 15 2 + 5 + 8 + 10 + 12
16
MATHEMATICS
E.1.1.1 41. The graph below shows how the 6th and 7th grade students at Ames Middle School travel to school. Number of Students Student Travel 80 60 40 20 0 Bus Walk Car Type of Travel Key 6th Grade 7th Grade
Based on the graph, what is the total number of 7th grade students who ride a bus to school? A B C D 20 30 50 60
most common number on graph number of 7th graders who travel by car
*
number of 6th graders who travel by bus
17
MATHEMATICS
E.1.1.2 42. Devon recorded the results of a survey of 100 students in the table below. Favorite Sport Sport none biking hockey soccer basketball Percent of Students 10% 20% 25% 25% 20%
Which graph correctly displays this information? A Favorite Sport * B Favorite Sport
biking hockey biking basketball basketball soccer none hockey soccer
Favorite Sport
Favorite Sport
hockey
biking
hockey
none biking
soccer
basketball
soccer
basketball
18
MATHEMATICS
E.1.1.2 43. Cynthia surveyed 200 people about their favorite season. The results are shown in the table below. Favorite Season Season Spring Summer Fall Winter Number of People 68 58 47 27
Which circle graph best displays the data in the table? A Favorite Season B Favorite Season
Spring Summer Winter Fall * C Favorite Season D Summer
Spring
Winter Fall
spring section is too large
Favorite Season Summer
Summer Fall Spring Winter Fall
Spring
Winter
winter section is too large

41-9014
spring section is too small
19
MATHEMATICS
E.1.1.3 44. Students in 4 grades sold boxes of candy to raise money for a trip. The 3rd grade class sold 250 boxes. The 4th grade class sold 150 boxes. The 5th grade class sold 300 boxes. The 6th grade class sold 100 boxes.
Which bar graph shows this data? A Number of Boxes 400 300 200 100 0 3rd 4th 5th Grade 6th B Number of Boxes 400 300 200 100 0 3rd 4th 5th Grade 6th
Boxes of Candy Sold by Grade
sixth grade incorrect
fth grade incorrect
C Number of Boxes 400 300 200 100 0 3rd
D Number of Boxes 400 300 200 100 0 3rd
4th 5th Grade
6th
4th 5th Grade
6th
third and fourth grade in wrong order
20
MATHEMATICS
E.2.1.1 45. The ages of the children in a drama class are shown in the line plot below. Ages of Children in a Drama Class E.2.1.1 46. Mr. Yee recorded Brads test scores in his grade book. Brads Test Scores 100 78 86 100 84 70 100 86 What is Brads median test score? A B C D 30 86 88 100
range
8 9 10 11 12 13 14 15 16 17 Age (years)
What is the range of the childrens ages? A B C D

41-9326
7 years 9 years 14 years 16 years
*
least age a mode greatest age
*
mean mode
21
MATHEMATICS
E.3.1.1 47. Hank has a case of CDs. Of the 8 CDs in the case, 3 are new. Hank drops the case and 1 CD breaks. What is the probability that a new CD breaks? A B C D
41-9262
E.3.1.2 49. A store offered the following choices for ring designs for kids. Ring Designs Band Color red yellow blue Stone Color clear white black
1 } 8 1 } 3 3 } 8 3 } 5
1 out of 8 1 out of 3 new CDs
*
3 new out of 5 not new
How many different ring design combinations could be made using 1 band color and 1 stone color? A B 2 3 6 9
1 band; 1 stone the 3 combinations listed 6 choices
E.3.1.1 48. Vic had a bouquet of 4 daisies, 6 roses, 1 iris, and 5 carnations. Vic dropped 1 ower from the bouquet. What is the probability that Vic dropped a daisy? A B C D 1 } 16 1 } 15 1 } 4 1 } 3
1 daisy; 16 owers 1 daisy; 15 left
C D
*
4 daisies; 12 non-daisies
22
MATHEMATICS
E.3.1.2 50. Four basketball players are lining up to practice free throws. Of the 4 players, 1 has already been chosen to practice rst. In how many different orders could the other players line up? A B C D
41-9255
6 7 9 12
*
4+3 33 43
23
MATHEMATICS FIRST OPEN-ENDED ITEM

A.1 51. An ofcer of a company conducted a survey to nd out the age ranges of customers. He recorded the number of customers surveyed as 20 20 20 20. A. Write the number of customers surveyed in exponential form.
The ofcer then made a chart to show the portions of customers in each age range. Age Range of Customers Age Range 2029 3039 4059 6099 Portion of Customers 50% 25% 19 } 100 6 } 100 Decimal Portion
B.
In order to make comparisons, the ofcer wanted to change all the portions to decimals. Fill in the Decimal Portion column with each equivalent decimal.
GO TO THE NEXT PAGE TO FINISH THE QUESTION.
24
MATHEMATICS
51. Continued. Please refer to the previous page for task explanation.
C.
The ofcer wanted to introduce a new product to sell to at least 1 of the } 3 1 to a decimal and explain why the customers in the age range 6099. Convert } 3 decimal is or is not a terminating decimal.
25
MATHEMATICS ITEM-SPECIFIC SCORING GUIDELINE

Item #51 This item will be reported under Category A, Numbers and Operations. Assessment Anchor: A.1Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers, and number systems. Specic Eligible Content addressed by this item: 1 A.1.1.1Represent common percents as fractions and/or decimals (e.g., 25% = } = .25) - common percents 4 are 1%, 10%, 25%, 50%, 75%, 100%. A.1.1.2 Convert between fractions and decimals and/or differentiate between a terminating decimal and a repeating decimal. A.1.1.3Represent a number in exponential form (e.g., 10 3 10 3 10 = 103). Scoring Guide: Score 4 In response to this item, the student demonstrates a thorough understanding of representing numbers in exponential form, converting fractions and percents to decimals, and differentiating between a terminating and repeating decimal by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of representing numbers in exponential form, converting fractions and percents to decimals, and differentiating between a terminating and repeating decimal with only minor errors or omissions. demonstrates a partial understanding of representing numbers in exponential form, converting fractions and percents to decimals, and differentiating between a terminating and repeating decimal by correctly performing a signicant portion of the required task. demonstrates minimal understanding of representing numbers in exponential form, converting fractions and percents to decimals, and differentiating between a terminating and repeating decimal. The response has given no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorables
26
MATHEMATICS
Item #51 Top Scoring Response: Part A Answer
20 4 or 1.6 105
(1 score point) 1 point for correct answer Part B Answers
Age Range of Customers Age Range 2029 3039 4059 6099 Portion of Customers 50% 25% 19 } 100 6 } 100 Decimal Portion 0.50 0.25 0.19 0.06
(2 score points) 0.5 point for each correct answer Part C Answer Support This decimal is not a terminating decimal. It is a repeating decimal because when the numerator is divided by the denominator, the number 3 keeps repeating in the quotient. The quotient never ends, and the quotient is the decimal answer.
0.3} 3
(1 score point) 0.5 point for correct answer 0.5 point for complete support
27
MATHEMATICS OPEN-ENDED ITEM RESPONSES

A.1 Response Score: 4 51. An ofcer of a company conducted a survey to nd out the age ranges of customers. He recorded the number of customers surveyed as 20 20 20 20. A. Write the number of customers surveyed in exponential form.
The student has given a correct answer.
B.
The student has given correct answers.
28
MATHEMATICS
C.
The student has given a correct answer. The student has shown complete support.
29
MATHEMATICS
A.1
Response Score: 3 51. An ofcer of a company conducted a survey to nd out the age ranges of customers. He recorded the number of customers surveyed as 20 20 20 20. A. Write the number of customers surveyed in exponential form.
B.
30
MATHEMATICS
C.
The student has given an incorrect answer. The student has shown incorrect support.
31
MATHEMATICS
A.1
B.
32
MATHEMATICS
C.
The student has given a correct answer. The student has shown no support. Based on PSSA scoring rules, 3 becomes 3.
33
MATHEMATICS
A.1
The student has given an incorrect answer.
B.
The student has given an incorrect answer of 0.6.
34
MATHEMATICS
C.
The student has given an incorrect answer. The student has shown complete support.
35
MATHEMATICS
A.1
The student has given an answer that is not in exponential form.
B.
36
MATHEMATICS
C.
37
MATHEMATICS
A.1
B.
The student has given incorrect answers.
38
MATHEMATICS
C.
39
MATHEMATICS
A.1
B.
The student has given incorrect answers of .19/100 and .6/100.
40
MATHEMATICS
C.
41
MATHEMATICS
A.1
B.
The student has given incorrect answers.
42
MATHEMATICS
C.
43
MATHEMATICS SECOND OPEN-ENDED ITEM

D.2 52. A movie theater has 300 seats. There are 25 rows of seats in the theater. The manager of the theater wrote the equation below. 25 n = 300 A. Solve for the variable n in the equation. Show all your work.
B.
Explain what the variable n represents in the equation.
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C.
The theater sold tickets for all 300 seats. Just before the movie started, the manager counted 23 empty seats in the theater. Write an equation that could be used to nd the number of people (p) that were in the theater seats just before the movie started. Explain why your equation is correct.
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Item #52 This item will be reported under Category D, Algebraic Concepts. Assessment Anchor: D.2Represent and/or analyze mathematical situations and structures using algebraic symbols, words, tables, and graphs. Specic Eligible Content addressed by this item: D.2.1.2Solve a one-step equation (i.e., using the inverse operationwhole numbers only). D.2.2.1Match an equation or expression involving one variable to a verbal math situation (one operation only). Scoring Guide: Score 4 In response to this item, the student demonstrates a thorough understanding of solving a one-step equation and matching an equation to a verbal math situation by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of solving a one-step equation and matching an equation to a verbal math situation by correctly solving problems and clearly explaining procedures with only minor errors or omissions. demonstrates a partial understanding of solving a one-step equation and matching an equation to a verbal math situation by correctly performing a signicant portion of the required task. demonstrates minimal understanding of solving a one-step equation and matching an equation to a verbal math situation. The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorable
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MATHEMATICS
Item #52 Top Scoring Response: Part A Answer n = 12 Support 25 n = 300 25 n 25 = 300 25 n = 12 OR equivalent
(2 score points) 1 point for correct answer 1 point for correct work Part B Answer Sample Explanation: The variable n represents the number of seats in each row of the movie theater. OR equivalent (1 score point) 1 point for complete explanation Part C Answer (The solution for p must be 277 in the equation written.) Sample Answers: 300 23 = p OR p = 300 23 OR 23 + p = 300 OR 300 p = 23 OR equivalent (1 score point) 1 point for correctly written equation with complete explanation Sample Explanation: I know it is correct because solving for p gives 277 people. This makes sense because the number of people in their seats (277) plus the number of empty seats (23) should equal the total number of seats in the theater (300), and it does. OR equivalent Support
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D.2 Response Score: 4 52. A movie theater has 300 seats. There are 25 rows of seats in the theater. The manager of the theater wrote the equation below. 25 n = 300 A. Solve for the variable n in the equation. Show all your work.
The student has given the correct answer. The student has shown correct work.
B.
The student has given a complete explanation.

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C.
The student has given a correctly written equation with complete explanation.
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D.2
Response Score: 3 52. A movie theater has 300 seats. There are 25 rows of seats in the theater. The manager of the theater wrote the equation below. 25 n = 300 A. Solve for the variable n in the equation. Show all your work.
The student has given an incorrect answer due to a calculation error. The student has shown complete work.
B.
The student has given a complete explanation.

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C.
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D.2
B.
The student has given an incorrect explanation.
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C.
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D.2
B.
The student has given an incorrect explanation.

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C.
The student has given a correctly written equation with an error in the explanation.
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D.2
B.
The student has given an incomplete explanation.

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C.
The student has given an incorrect equation with incomplete explanation.
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D.2
The student has given the correct answer. The student has shown no work.
B.
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C.
The student has given no answer.
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D.2
The student has given an incorrect answer. The student has shown incorrect work.
B.
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C.
The student has given a correctly written equation with an incomplete explanation.
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D.2
The student has given an incorrect answer. The student has shown incorrect work.
B.

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C.
The student has given no answer.
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MATHEMATICS THIRD OPEN-ENDED ITEM

E.2 53. During the rst round of a speech contest, each speaker earns a score from 0 to 15 points. The line plot below shows the rst round scores for the speakers in the contest. Scores for 1st Round of Speech Contest
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 A. Only the 10 speakers with the highest scores from the rst round get to compete in the nal round of the contest. What is the mean of the 10 highest scores from the rst round? Show all your work. Explain why you did each step.
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During the nal round of the speech contest, each speaker can earn a greater number of points than in the rst round. Each speaker can earn from 0 to 35 points. The scores of 9 of the nal round speakers are shown in the table below. Scores for Final Round of Speech Contest Scores 19 20 21 25 26 27 27 27 32 B. The range of the nal round scores after the 10th speakers score was added to the list was 14 points. What could have been the 10th speakers score in the nal round? Show all your work. Explain why you did each step.
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Item #53 This item will be reported under Category E, Data Analysis and Probability. Assessment Anchor: E.2Select and use appropriate statistical methods to analyze data. Specic Eligible Content addressed by this item: E.2.1.1Determine/calculate the mean, median, mode and/or range of displayed data (data can be displayed in a table or line plotuse whole numbers only up to 2 digits).
Scoring Guide:
Score 4 In response to this item, the student demonstrates a thorough understanding of how to determine/calculate the mean and range of displayed data (data can be displayed in a table or line plotuse whole numbers only up to 2 digits) by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of how to determine/calculate the mean and range of displayed data (data can be displayed in a table or line plotuse whole numbers only up to 2 digits) by correctly solving problems and clearly explaining procedures with only minor errors or omissions. demonstrates a partial understanding of how to determine/calculate the mean and range of displayed data (data can be displayed in a table or line plotuse whole numbers only up to 2 digits) by correctly performing a signicant portion of the required task. demonstrates minimal understanding of how to determine/calculate the mean and range of displayed data (data can be displayed in a table or line plotuse whole numbers only up to 2 digits). The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorable
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MATHEMATICS
Item #53 Top Scoring Response: Part A Answer 11 Support 8 + 9 + 9 + 10 + 10 + 11 + 12 + 13 + 14 + 14 = 110 110 10 = 11 AND Sample Explanation: I counted 10 xs in from the right to get the top 10 numbers. Then I added up the numbers they represented to get a total and divided by 10 to get the mean. OR equivalent (2 score points) 0.5 point for correct answer 1.5 points for complete support Part B Answer 18 OR 33 (Either one of these answers is correct.) 32 14 = 18 OR 19 + 14 = 33 AND Sample Explanations: Since the highest score was 32, the lowest score had to be 14 points less in order to have a range of 14. I subtracted 14 from 32 to get the score of 18. OR Since the lowest score was 19, the highest score had to be 14 points greater in order to have a range of 14. I added 14 to 19 to get the score of 33. OR equivalent (2 score points) 0.5 point for correct answer 1.5 points for complete support Support
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E.2 Response Score: 4 53. During the rst round of a speech contest, each speaker earns a score from 0 to 15 points. The line plot below shows the rst round scores for the speakers in the contest. Scores for 1st Round of Speech Contest
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E.2
Response Score: 3 53. During the rst round of a speech contest, each speaker earns a score from 0 to 15 points. The line plot below shows the rst round scores for the speakers in the contest. Scores for 1st Round of Speech Contest
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The student has given a correct answer. The student has shown adequate support.
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E.2
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E.2
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The student has given a correct answer. The student has shown incomplete support.
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E.2
The student has given an incorrect answer. The student has shown incomplete support.
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E.2
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E.2
The student has given an incorrect answer. The student has shown some support.
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E.2
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The student has shown an incorrect answer. The student has shown incomplete support.
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Mathematics Grade 6 Item and Scoring Sampler

Copyright 2008 by the Pennsylvania Department of Education. The materials contained in this publication may be duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication of materials for commercial use.

Scoring Sampler Grade 6

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Scoring Sampler Grade 6

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The Pennsylvania System of School Assessment

Mathematics Item and Scoring Sampler

Grade 6 Mathematics Item Sampler 20082009

Purpose and Uses

Item Format and Scoring Guidelines

MATHEMATICS GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES

Grade 6 Mathematics Item Sampler 20082009

MATHEMATICS MATHEMATICS REPORTING CATEGORIES

DESCRIPTION OF SAMPLE ITEMS

Grade 6 Mathematics Item Sampler 20082009

MATHEMATICS MULTIPLE-CHOICE ITEMS

A.3.1.1 3. Varsha had $79.80. He bought the following items: Item

lamp stapler 3-hole punch pencil holder journal

Price (including tax) $23.88 $ 8.14 $ 4.59 $ 3.30 $16.20

$10 $20 $30 $40

$11.42 rounded to $20

Grade 6 Mathematics Item Sampler 20082009

A.3.2.1 5. Divide: 1.5+ 12.75 A B C D

7.2 8.4 8.5 9.2

incorrect rst step incorrect second step

Grade 6 Mathematics Item Sampler 20082009

0.16 0.6 0.1} 6 0.2

digits from fraction 6; decimal point incorrect } 1

Grade 6 Mathematics Item Sampler 20082009

A.1.4.1 13. The circle below is divided into equal-sized sections.

What percent of the circle is shaded? A B C D

6% 12% 50% 60%

6 shaded sections 12 sections in total

28 books 40 books 80 books 160 books

numbers from stem

14. Which expression completes the equation (19 3) + (19 1) = ? A B C D

19 + (3 1) 19 (3 + 1) (19 + 19) (3 + 1) (19 + 3) (19 + 1)

Grade 6 Mathematics Item Sampler 20082009

B.2.1.1 Use the gure below to answer question 17.

53 minutes 57 minutes 67 minutes 93 minutes

Grade 6 Mathematics Item Sampler 20082009

Grade 6 Mathematics Item Sampler 20082009

20. What is the measure of /LMN? A B C D

458 558 1358 1458

wrong scale wrong scale read in wrong direction

Grade 6 Mathematics Item Sampler 20082009

C.1.1.1 Use the gure below to answer question 24.

C.1.1.3 26. Circle T is shown below. M

T 24. What type of polygon is the gure? A B C D

decagon heptagon nonagon octagon

Grade 6 Mathematics Item Sampler 20082009

C.1.2.2 Use the drawing below to answer question 29.

90 180 300 360

1 rotation } 4 1 rotation } 2 5 rotation } 6

C.1.2.1 28. Line p is parallel to line k in the gure shown below. p k

Which statement about the lines in the gure is true? A B C D

Line k is parallel to line m.

Line m is parallel to line j.

Line p is perpendicular to line k.

Line j is perpendicular to line p. *

Grade 6 Mathematics Item Sampler 20082009

Grade 6 Mathematics Item Sampler 20082009

24 meters 35 meters 42 meters 48 meters

last distance in table (70 10) 5

multiply by 1 and add 3

multiply by 2 and add 2

multiply by 2 and add 3 *

Grade 6 Mathematics Item Sampler 20082009

Grade 6 Mathematics Item Sampler 20082009