2007 Math Released Item Packet

CAPT Mathematics
2007 Administration
Released Items and

Scored Student Responses
2007
Mathematics
196
Table of Contents
CAPT Mathematics Framework............................................................... 198
Items Found in This Packet ..................................................................... 204
CAPT Mathematics Open-Ended Items and
Scored Student Responses .............................................................. 205
Scoring Rubric for Mathematics Open-Ended Items ............................... 206
Cargo Ship........................................................................................ 207
Marthas Sales .................................................................................. 217
Hang Gliding ..................................................................................... 227
Two Silos .......................................................................................... 237
Kendras Travels............................................................................... 247
Population of New London County ................................................... 257
Chocolate Candy .............................................................................. 267
Organism Lengths ............................................................................ 277
CAPT Mathematics Grid-In Items ............................................................ 287
Soup Cans ........................................................................................ 288
Stopping Distance............................................................................. 289
Coffee Special .................................................................................. 290
Entertainment Center........................................................................ 291
Marys Number Cubes ...................................................................... 292
Bloodhound....................................................................................... 293
Josephs Final Grade........................................................................ 294
Picnic Food ....................................................................................... 295
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CAPT Mathematics Framework

The CAPT is designed to be directly aligned with the 2005 Connecticut Mathematics Framework that
was developed by an advisory committee of Connecticut educators. The framework that is presented on
the following pages integrates the skills, competencies, and understandings delineated in the NCTM
Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000),
2005 NAEP Mathematics Framework (National Assessment of Educational Progress, 2005), the Trends
in International Mathematics Science Study (TIMMS, 2003), and CSDE Goals 2000 Mathematics
Curriculum.
The Mathematics test assesses how well students compute and estimate, solve problems, and
communicate their understanding. The content standards assessed are Algebraic Reasoning: Patterns and
Functions; Numerical and Proportional Reasoning; Geometry and Measurement; and Working with
Data: Probability and Statistics. The test focuses on how well students apply important mathematics
concepts and skills to solve problems that are relevant to everyday experiences.
The CAPT Mathematics test is based on the view that mathematical understanding is best assessed by
doing mathematics, and that doing mathematics means using and discovering knowledge in the course
of solving real-world problems. This means that, instead of assessing long division skills directly,
students apply division skills to solve everyday problems. For example, students might be asked to find
the price per pound of 2.38 pounds of ground beef that has a total cost of $6.20, compare this price with
the unit prices of other possible choices and, finally, justify their purchase decision.
Thus the CAPT Mathematics test assesses knowledge, skills, and applications reasonable to expect of all
students by the end of 10th grade. Students may use a calculator with which they are familiar and
comfortable for the entire Mathematics test.
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CAPT Mathematics Process Strands

Student understanding of mathematical content is assessed through students doing mathematics.
CAPT items require students to demonstrate their abilities in the following areas:
Problem Solving and Reasoning
formulate problems from situations and given data;
develop and apply a variety of strategies to solve multi-step and non-routine problems;
make and evaluate conjectures and arguments; and
verify, validate, and interpret results and claims and generalize solutions.
Mathematical problem solving and reasoning relate to the
questions:
Does the student apply an appropriate strategy?
Does the student use the correct information?
Communicating
model situations using written, concrete, pictorial, graphical, and algebraic representations;
express mathematical ideas and arguments with clarity and coherence; and
use mathematical language and notation to represent ideas, describe relationships, and model
situations.
Mathematical communication relates to the questions:
Does the student explain what he/she did?
Does the student communicate an understanding of
the problem?
Computing and Estimating
select and use appropriate methods for computing, including mental mathematics, estimation,
paper-and-pencil, and calculator methods; and
use estimation to assess the reasonableness of results.
Mathematical computing and estimating relate to the
question:
Does the student perform the mathematical
procedures correctly?
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CAPT Mathematics Content Strands

All CAPT mathematics items are written in a real world context and require students to solve a
problem. In addition, all open-ended CAPT items will require students to show their work OR explain
their reasoning, thereby communicating their understanding of the relevant mathematics.
All CAPT items will be devised to measure one or more of the following Expected Performances:
ALGEBRAIC REASONING: PATTERNS AND FUNCTIONS
Patterns and functional relationships can be represented and analyzed using a variety of
strategies, tools and technologies.
How do patterns and functions help us describe data and physical phenomena and
solve a variety of problems?
Students
Performance
Expected Performances
should
Standards
a. Describe
(1) Identify, describe, create and generalize numeric,
1.1 Understand
relationships and
geometric and statistical patterns with tables, graphs, words
and describe
make
and symbolic rules.
patterns and
generalizations
(2) Make and justify predictions based on patterns.
functional
about patterns and (3) Identify the characteristics of functions and relations,
relationships.
functions.
including domain and range.
(4) Describe and compare properties and classes of linear,
quadratic and exponential functions.
a. Represent and
(1) Represent functions and relations on the coordinate
1.2 Represent
analyze linear and plane.
and analyze
non-linear
(2) Identify an appropriate symbolic representation for a
quantitative
function or relation displayed graphically or verbally.
relationships in a functions and
relations
(3) Recognize and explain the meaning of the slope and xvariety of ways.
symbolically and and y-intercepts as they relate to a context, graph, table or
with tables and
equation.
graphs.
(4) Evaluate and interpret the graphs of linear, exponential
and polynomial functions.
a. Manipulate
(1) Model and solve problems with linear, quadratic and
1.3 Use
equations,
absolute value equations and linear inequalities.
operations,
inequalities and
(2) Determine equivalent representations of an algebraic
properties and
algebraic symbols functions to solve equation or inequality to simplify and solve problems.
problems.
(3) Solve systems of two linear equations using algebraic or
to determine
graphical methods.
equivalence and
solve problems.
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NUMERICAL AND PROPORTIONAL REASONING:

Quantitative relationships can be expressed numerically in multiple ways in order to make
connections and simplify calculations using a variety of strategies, tools and technologies.
How are quantitative relationships represented by numbers?
Students
Performance
should
Standards
a. Extend the
(1) Compare, locate, label and order real numbers on
2.1 Understand
understanding of
number lines, scales, coordinate grids and measurement
that a variety of
number to include tools.
numerical
integers, rational
(2) Select and use an appropriate form of number (integer,
representations
numbers and real
fraction, decimal, ratio, percent, exponential, scientific
can be used to
numbers.
notation, irrational) to solve practical problems involving
describe
order, magnitude, measures, labels, locations and scales.
quantitative
relationships.
b. Interpret and
(1) Use technological tools such as spreadsheets, probes,
represent large
computer algebra systems and graphing utilities to
sets of numbers
organize and analyze large amounts of numerical
with the aid of
information.*
technologies.
a. Develop
(1) Select and use appropriate methods for computing to
2.2 Use numbers
strategies
for
solve problems in a variety of contexts.
and their
computation and
(2) Solve problems involving scientific notation and
properties to
estimation using
absolute value.
compute flexibly
properties of
(3) Develop and use a variety of strategies to estimate
and fluently, and
number systems
values of formulas, functions and roots; to recognize the
to reasonably
estimate measures to solve problems. limitations of estimation; and to judge the implications of
the results.
and quantities.
b. Solve
(1) Use dimensional analysis to determine equivalent
proportional
rates.
reasoning
(2) Solve problems using direct and inverse variation.
problems.
*Concepts in italics will NOT be tested on CAPT, but should be included in Core instruction.
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GEOMETRY AND MEASUREMENT

Shapes and structures can be analyzed, visualized, measured and transformed using a variety
of strategies, tools and technologies.
How do geometric relationships and measurements help us to solve problems and
make sense of our world?
Students
Performance
Should
Standards
a. Investigate
(1) Use models and constructions to make, test and
3.1 Use
relationships
summarize conjectures involving properties of geometric
properties and
characteristics of among plane and figures.
solid geometric
(2) Use geometric properties to solve problems in two and
two- and threefigures using
three dimensions.
dimensional
geometric models, (3) Determine and compare properties of classes of
shapes and
constructions and polygons.
geometric
tools.
theorems to
describe
b. Develop and
(1) Recognize the validity of an argument.
relationships,
evaluate
(2) Create logical arguments to solve problems and
communicate
mathematical
determine geometric relationships.
ideas and solve
arguments using
problems.
reasoning and
proof.
a. Verify
(1) Interpret geometric relationships using algebraic
3.2 Use spatial
geometric
equations and inequalities, and vice versa.
reasoning,
relationships
(2) Describe how a change in measurement of one or more
location and
using algebra,
parts of a polygon or solid may affect its perimeter, area,
geometric
coordinate
surface area and volume and make generalizations for
relationships to
geometry and
similar figures.
solve problems.
transformations.
(3) Apply transformations to plane figures to determine
congruence, similarity, symmetry and tessellations.
a. Solve a variety (1) Select appropriate units, scales, degree of precision, and
3.3 Develop and
of problems
strategies to determine length, angle measure, perimeter,
apply units,
involving one-,
circumference and area of plane geometric figures.
systems,
two- and three(2) Use indirect methods including the Pythagorean
formulas and
Theorem, trigonometric ratios* and proportions in similar
appropriate tools dimensional
measurements
figures to solve a variety of measurement problems.
to estimate and
using geometric
(3) Judge the reasonableness of answers to direct and
measure.
relationships and indirect measurement problems.
trigonometric
(4) Use two-dimensional representations and formal and
ratios.
informal methods to solve surface-area and volume
problems.
*Concepts in italics will NOT be tested on CAPT, but should be included in Core instruction.
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WORKING WITH DATA: PROBABILITY AND STATISTICS

Data can be analyzed to make informed decisions using a variety of strategies, tools,
and technologies.
How can collecting, organizing and displaying data help us analyze information
and make reasonable predictions and informed decisions?
Students
Performance
should
Standards
a. Create the
(1) Collect real data and create meaningful graphical
4.1 Collect,
appropriate visual representations of the data.
organize and
or graphical
(2) Develop, use and explain applications and limitations of
display data
representation of
linear and nonlinear models and regression in a variety of
using
real data.
contexts.
appropriate
statistical and
graphical
methods.
(1) Estimate an unknown value between data points on a
4.2 Analyze data a. Analyze realworld problems
graph (interpolation) and make predictions by extending the
sets to form
using
statistical
graph (extrapolation).
hypotheses and
techniques.
(2) Use data from samples to make inferences about a
make
population and determine whether claims are reasonable or
predictions.
false.
(3) Determine and use measures of spread and central
tendency to describe and compare sets of data.
a. Understand and (1) Determine outcomes and solve problems involving the
4.3 Understand
apply the
probabilities of events.
and apply basic
principles of
(2) Explore the concepts of conditional probability in realconcepts of
probability in a
world contexts.
probability.
variety of
(3) Apply theoretical and experimental probabilities
situations.
appropriately to solve problems and predict experimental
results.
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Items Found in This Packet

Open-Ended Items
Open-ended items are those for which a student must write a response to a question. For example, these
items require students to solve mathematical problems by showing their work or explaining their
reasoning and/or procedure(s) they used. Included in this packet are the eight open-ended items that
appeared on the 2007 administration of the Mathematics section of the CAPT.
Open-ended items are scored by trained readers using a four-point holistic scale (03). This means that
the overall quality of a students response is considered when making a scoring judgment. The general
scoring rubric for the mathematics open-ended items (see page 207) describes the characteristics of a
response at each score point. Included with each item is a specific scoring rubric and the classification of
the item based on the 2005 Connecticut Mathematics Framework. For each score point, there are two
examples of scored student responses along with a brief explanation of why the response received that
particular score.
Grid-In Items
Grid-in items are those for which a student must arrive at a numeric answer and enter it into a grid.
Included in this packet are several grid-in items that appeared on the 2007 administration of the
Mathematics section of the CAPT.
The grid-in items are scored electronically as either correct or incorrect; however, there may be several
correct answers for an item. There are times in mathematics when, because of rounding (38.21 or 38.2)
or representing percents (35% or .35), a number of responses are correct and acceptable.
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CAPT Mathematics Open-Ended Items
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Scoring Rubric for Mathematics Open-Ended Items

Each score category contains a range of student responses that reflect the descriptions given below.
Score 3
The student has demonstrated a full and complete understanding of all concepts and processes essential
to this application. The student has addressed the task in a mathematically sound manner. The response
contains evidence of the students competence in problem-solving and reasoning, computing and
estimating, and communicating to the full extent that these processes apply to the specified task. The
response may, however, contain minor arithmetic errors that do not detract from a demonstration of full
understanding. Student work is shown or an explanation is included.
Score 2
The student has demonstrated a reasonable understanding of the essential mathematical concepts and
processes in this application. The students response contains most of the attributes of an appropriate
response including a mathematically sound approach and evidence of competence with applicable
mathematical processes, but contains flaws that do not diminish the evidence that the student
comprehends the essential mathematical ideas addressed in the task. Such flaws include errors attributed
to faulty reading, writing, or drawing skills; errors attributed to insufficient, non-mathematical
knowledge; and errors attributed to careless execution of mathematical processes or algorithms.
Score 1
The student has demonstrated a partial understanding of some of the concepts and processes in this
application. The students response contains some of the attributes of an appropriate response, but lacks
convincing evidence that the student fully comprehends the essential mathematical ideas addressed by
this task. Such deficits include evidence of insufficient mathematical knowledge; errors in fundamental
mathematical procedures; and other omissions or irregularities that bring into question the extent of the
students ability to solve problems of this general type.
Score 0
The student has demonstrated merely an acquaintance with the topic. The students response is
associated with the task in the item but contains few attributes of an appropriate response. There are
significant omissions or irregularities that indicate a lack of comprehension in regard to the
mathematical ideas and procedures necessary to adequately address the specified task. No evidence is
present to suggest that the student has the ability to solve problems of this general type.
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Cargo Ship
Geometry and Measurement
1.
Use your ruler to help you answer this question.

The captain of a cargo ship plans to leave Genoa and travel to Naples, Palermo and Cagliari before
returning to Genoa as shown on the map of Italy below.
The distance from Naples to Palermo is 320 kilometers. The ships average speed is 14 nautical
miles per hour. Estimate the number of hours it will take the cargo ship to complete its round trip,
not including stops at ports. Show your work or explain how you found your answer.
Remember to show your work and write your answer in your answer booklet.
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RELEASED ITEM
Rubric for Cargo Ship

Score 3
The response contains:
a reasonable value for the number of hours it will take the cargo ship to complete its round trip
resulting from reasonable estimates or measurements and appropriate conversions, with supporting
work or explanation.
The response may contain minor errors that do not detract from a demonstration of full understanding.
Score 2
The response may contain:
an incorrect value due to a significant error in estimating or measuring the round trip, with
appropriate conversions, with supporting work or explanation
OR
an incorrect value due to a significant error converting between units, with reasonable estimates or
measurements for the round trip, with supporting work or explanation.
Score 1
reasonable estimates or measurements for the round trip with no appropriate conversions
OR
an estimate between 74 and 86.5 hours, inclusive, with little or no supporting work or explanation
OR
some other demonstration of ability to make appropriate estimations/measurements and/or
conversions.
Score 0
The student has demonstrated merely an acquaintance with the topic. No evidence is present to suggest
that the student has the ability to solve problems of this general type.
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RELEASED ITEM
Scored Student Responses for Cargo Ship

Question 1: Cargo Ship
Score 3
The response demonstrates a full and complete understanding of the task. After converting 1 inch to nautical
miles, the student calculates the distance and time traveled for each leg of the journey and adds those numbers
to arrive at a reasonable estimate of the amount of time required for the entire trip.
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Score 3
The student uses an appropriate process for determining a reasonable estimate of the number of hours traveled.
After estimating the scale length of one leg of the journey, the student sets up a ratio and uses it to convert the
scale to calculate the number of kilometers traveled. The conversion to hours generates an acceptable response.
The response demonstrates a full and complete understanding of the task.
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Score 2
The response demonstrates a reasonable understanding of the topic. The student estimates the total number of
kilometers traveled for each leg based on a scale of 2 inches equaling 320 kilometers. That scale is a significant
error resulting in a final answer that is outside a reasonable range. Apart from the scaling error, the problem is
addressed using a mathematically sound approach.
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Score 2
The student estimated that the round trip totaled 6.5 lengths of 320 kilometers. This sound approach was crossed
out and replaced with an estimation of time traveled based on 4.5 equal lengths of 320 kilometers, which results
in an inappropriate estimation.
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Score 1
The response demonstrates a partial understanding of the task. The student made reasonable estimates of the
distances traveled for each leg and provided a total distance for the trip, but performed no further calculations.
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Score 1
The response demonstrates a partial understanding of the task. Although it is unclear how the distances for each
leg of the trip were determined, they are proportionate to the actual values. The student then calculates the
number of hours for the complete trip by dividing the distance by 14 nautical miles per hour.
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Score 0
The response demonstrates merely an acquaintance with the topic. Estimates are made regarding the
measurements of the distances on the map, but nothing further is done with those measurements.
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Score 0
This response contains a numerical value that is outside a reasonable range with no supporting calculations or
explanation. No evidence is present to suggest that the student has the ability to solve problems of this general
type.
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Marthas Sales
Algebraic Reasoning
2.
Martha works as a salesperson for Momentum Sales. She earns $1,000 per month plus 15%
commission on her sales.
a. Write an equation that expresses T, her income for one month as a function of x, her total sales
for the month.
b. River City Sales, another company in the same town, has offered Martha a job that will pay her
$500 per month plus 20% commission on her sales. The benefits and working conditions are
equally good at both companies. Explain why Martha should or should not accept the job at
River City Sales. Support your answer by finding x, the average total sales for the month she
would need to at least equal her present income at Momentum Sales.
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RELEASED ITEM
Rubric for Marthas Sales

Score 3
a correct equation that expresses Marthas income at Momentum Sales for one month as a function
of her total sales for the month
AND
an appropriate explanation why Martha should or should not accept the job at River City Sales,
supported by the average total sales at which her River City Sales income would equal her
Momentum Sales income.
Score 2
a correct equation and a partially correct or partially complete explanation due to a significant error
or omission
OR
an incorrect equation with an appropriate explanation, supported by a correct or consistent average
total sales at which her River City Sales income would equal her Momentum sales income.
Score 1
a correct equation with an unacceptable explanation
OR
an incorrect equation with a partially correct or complete explanation arising from an appropriate
process.
Score 0
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RELEASED ITEM
Scored Student Responses for Marthas Sales

Question 2: Marthas Sales
Score 3
The response demonstrates a full and complete understanding of the task. The equation for determining Marthas
income is correct. The student then calculates that the income will be equal under the two wage scenarios at
$10,000 in sales and explains the better position for Martha based on that calculation.
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Score 3
The equation for determining Marthas income is correct. The student calculates that Martha would make an equal
amount of money under the two wage scenarios at $10,000 in sales and provides an explanation of the best
choice for her that is consistent with that calculation. The response demonstrates a full and complete
understanding of the task.
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Score 2
The response demonstrates a reasonable understanding of the task. The equation for determining Marthas
income is correct. The student then shows the difference in income based on one amount of monthly sales and
makes a recommendation based on that calculation, but does not use when the two amounts will be the same.
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Score 2
The student provides a correct equation for determining Marthas income. A computational error results in the
student mistakenly stating that the income under the two wage scenarios would be equal if sales were $1,000. An
appropriate recommendation is made based on the miscalculation. The response demonstrates a reasonable
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Score 1
The student provides an acceptable equation. Attempts are made to find the impact of the two wage scenarios
based on $2,500 in sales, but the student does not evidence an understanding of how to make that calculation
correctly. This process demonstrates a partial understanding of the concepts involved in the task.
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Score 1
The equation differs from what is expected in that it solves for the amount of sales, rather than the amount of
income, but it can be used to calculate Marthas income correctly. The student does not use the equation to
resolve the question of which is the better of the two wage scenarios, and the explanation is insufficient. The
response demonstrates a partial understanding of the task.
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Score 0
The response demonstrates merely an acquaintance with the task. The equation provided is not correct. The
explanation as to the better of the two wage scenarios reflects only the salary amount and does not demonstrate
an understanding of the impact of differing sales amounts on Marthas salary.
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Score 0
The student does not attempt to write an equation. The calculation of the two wage scenarios is incorrect. The
student has demonstrated merely an acquaintance with the topic.
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Hang Gliding
Algebraic Reasoning
3.
Josephine likes to go hang gliding. She took off from a hillside at an elevation of 700 feet. During
the first 5 minutes, she went down to 500 feet. Then she rode for another 5 minutes up to a height
of 600 feet. She then descended at a rate of 200 feet every 15 minutes until she landed.
a. Using the grid provided, construct a graph to represent Josephines flight. Use height as a
function of time and remember to label the axes.
b. How many minutes did her flight take? Show your work or explain how you found your
answer.
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RELEASED ITEM
Rubric for Hang Gliding

Score 3
a correct graph of the data provided and a correct determination of the time of the flight, with
supporting work or explanation.
Score 2
a correct graph of the data provided and a correct determination of the time of the flight, with
insufficient supporting work or explanation
OR
a correct graph of the data provided and an incorrect determination of the time of the flight due to a
significant error in an appropriate process
OR
a graph containing errors, but demonstrating a reasonable understanding, along with either:
- a correct determination of the time of the flight, with supporting work or explanation or
- an incorrect determination of the time of flight that is consistent with the errors, with supporting
Score 1
a graph containing errors, only demonstrating limited understanding, and a correct determination of
the time of flight.
Score 0
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RELEASED ITEM
Scored Student Responses for Hang Gliding

Question 3: Hang Gliding
Score 3
The response demonstrates a full and complete understanding. The labeling, scaling, and plotting of the graph
are accurate. The correct response of 55 minutes is supported by both the graph and the explanation.
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Score 3
The labeling, scaling, and plotting of the graph are accurate. The correct calculation of the length of the flight is
supported by both the graph and the explanation. The response demonstrates a full and complete understanding.
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Score 2
The scaling and plotting of the graph are accurate. The accurate calculation of the flight time is consistent with the
graph, but it is not supported by an explanation. The response demonstrates a reasonable understanding of the
task.
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Score 2
The scaling and the plotting of the graph are accurate. The axes have been reversed. The calculation of the flight
time is accurate and is supported by a sufficient explanation. The student demonstrates a reasonable
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Score 1
The response demonstrates a partial understanding of the task. The graph does not demonstrate an
understanding of the topic. The student provides an accurate answer to the question regarding the flight time and
supports the answer with an explanation.
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Score 1
The response demonstrates a partial understanding of the task. The scaling of the graph is uneven and the
plotting ends at 30 minutes of flight time. The response regarding total flight time is incorrect, though the
explanation shows some understanding of a valid process.
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Score 0
The student uses a bar graph, which is not a correct response to the task presented in the prompt. The response
that total flight time is 30 minutes is incorrect, and the explanation further demonstrates that the student had
merely an acquaintance with the task.
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Score 0
The response demonstrates merely an acquaintance with the task. The plotted points are inappropriate for the
flight described in the prompt. This results in the student incorrectly calculating the flight time, and no further
explanation is given.
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Two Silos
4.
A farmer has two grain silos, both shaped like right circular cylinders, with dimensions shown in
the diagrams below.
a. How much greater is the volume of Silo B than the volume of Silo A? Show your work or
explain how you found your answer.
b. The farmer has the same amount of grain stored in each of the two silos. Silo A is filled to the
top. What is the height, in feet, of the level of the grain in Silo B? Show your work or explain
how you found your answer.
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RELEASED ITEM
Rubric for Two Silos

Score 3
a correct value expressing the difference or ratio between the volumes of Silo B and Silo A, with
work or explanation, and a correct value for the height in feet of the level of grain in Silo B, with
Score 2
an incorrect value for the difference in volumes due to a significant error, e.g., the use of an incorrect
formula or the use of diameter instead of radius in the correct formula, and a correct or consistent
value for the height of the grain in Silo B, with work or explanation
OR
a correct value for the difference in volumes, with work or explanation, but an incorrect value for the
height of the grain in Silo B due to a significant error in an appropriate process.
Score 1
a correct value for the difference in volumes, with work or explanation
OR
an incorrect value for the difference in volumes due to a significant error, e.g., the use of an incorrect
formula or the use of diameter instead of radius in the correct formula, with work or explanation.
Score 0
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RELEASED ITEM
Scored Student Responses for Two Silos

Question 4: Two Silos
Score 3
The response to part a establishes the size of Silo B relative to Silo A, which is an appropriate response. For
part b, the student uses that ratio to determine the appropriate height. This response demonstrates a full and
complete understanding of the task.
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Score 3
The response demonstrates a full and complete understanding. The correct response to part a is supported by
calculations showing the use of the correct formula. For part b, the student finds the volume of Silo A and solves
for the height at which Silo B would have the equivalent volume.
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Score 2
The student uses an incorrect formula for volume (formula for a cone rather than a cylinder) that yields an
incorrect response, but correctly states that Silo B is 6.25 times larger than Silo A. That enables the student to
calculate the correct height for part b. This response demonstrates a reasonable understanding of the task.
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Score 2
The response demonstrates a reasonable understanding of the task. The correct answer in part a is supported by
a sufficient explanation of the process. The student subtracts rather than divides when solving for the height in
part b, leading to an incorrect response.
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Score 1
The correct difference in volumes is provided, with supporting calculations and explanation. The response to part
b is incorrect, with an insufficient explanation. The response demonstrates a partial understanding of the task.
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Score 1
The response demonstrates a partial understanding of the task. The difference in the volumes of the silos is
determined correctly, with calculation shown. However, the student does not demonstrate the ability to find a
process for determining the height needed in part b.
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Score 0
The response demonstrates merely an acquaintance with the topic. An incorrect formula is used for determining
the differences in volumes, leading to an incorrect result. No attempt is made to solve part b.
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245

Score 0
The response offers an incorrect difference in volume, with evidence of the wrong formula being used due to an
inappropriate understanding of the process. Part b is not attempted.
2007
Mathematics
246
Kendras Travels
Numerical and Proportional Reasoning
5.
Kendra traveled to Europe and Japan on a business trip. In Europe, she exchanged 300 U.S. dollars
for euros and spent 100 euros. She then went to Japan and exchanged her remaining euros for yen.
She spent 10,000 yen while in Japan.
The exchange rate during the time she traveled is shown below.
1.00 U.S. Dollar = 0.821774 Euro
1.00 U.S. Dollar = 110.565 Japanese Yen
Kendra will exchange her remaining yen for U.S. dollars. How much money, in U.S. dollars, will
she receive? Show your work or explain how you found your answer.
2007
Mathematics
247
RELEASED ITEM
Rubric for Kendras Travels

Score 3
a correct answer ($87.87), with reasonable allowance for rounding differences, with supporting work
or explanation.
Score 2
an incorrect answer due to a significant error in an appropriate process, with supporting work or
explanation
OR
an appropriate process with correct currency conversions, with supporting work or explanation, but
missing an intermediate spending transaction.
Score 1
some demonstration of ability to convert between currencies.
Score 0
2007
Mathematics
248
RELEASED ITEM
Scored Student Responses for Kendras Travels

Question 5: Kendras Travels
Score 3
The response demonstrates a full and complete understanding of the task. The student explains the process and
shows calculations. The student converts the dollars to euros and subtracts the number of euros spent. The
student then converts the remaining euros back to dollars and then converts them to yen. After subtracting the
amount spent in Japan, the student converts the remaining yen back to dollars.
2007
Mathematics
249

Score 3
The student converts the dollars to euros and subtracts the number of euros spent. The student then converts the
remaining euros back to dollars and then converts them to yen. After subtracting the amount spent in Japan, the
student converts the remaining yen back to dollars. The response demonstrates a full and complete
2007
Mathematics
250

Score 2
The response demonstrates a reasonable understanding of the task. Dollars are converted to euros, and the
correct amount of euros is subtracted before converting the remaining euros back to dollars. The dollars are then
converted to yen. However, the student does not subtract the 10,000 yen spent before converting back to dollars.
2007
Mathematics
251

Score 2
The response demonstrates a reasonable understanding of the task. The student converts dollars to euros and
subtracts the correct number of euros. In converting the euros back to dollars, the student divides by the
conversion factor instead of multiplying. The dollars are then converted to yen, the spent yen subtracted, and the
remainder converted back to dollars.
2007
Mathematics
252

Score 1
The student correctly converts dollars to euros and subtracts the 100 euros spent. The remaining euros are
converted back to dollars incorrectly. The dollars are converted to yen and the spent yen are subtracted. The
student indicates an intention of converting the remaining yen back to dollars, but does not show the calculation.
The response demonstrates a partial understanding of the task.
2007
Mathematics
253

Score 1
The response shows a partial understanding of the task. The student correctly converts the $300 to euros, but
then incorrectly subtracts the amount spent in dollars from the number of euros. The remaining amount is then
incorrectly divided by the conversion factor from euros to dollars. The calculated amount is then converted to yen,
the amount spent is subtracted, and the remainder is converted back to dollars.
2007
Mathematics
254

Score 0
The response shows merely an acquaintance with the task. In converting dollars to euros, the student divides
instead of multiplying. After subtracting the spent euros, the student converts the remaining amount back to
dollars. However, in converting to yen, the student divides instead of multiplies and then performs no further
calculations.
2007
Mathematics
255

Score 0
The response shows merely an acquaintance with the task. The student correctly converts dollars to euros, but
then does not use the result of that calculation. Instead, the student subtracts the spent euros from the amount of
dollars and coverts that remainder to euros.
2007
Mathematics
256
Population of New London County

Working with Data
6.
The table below shows the population of New London County, Connecticut, from 1950 to 2000.
Year
Population
1950
145,000
1960
186,000
1970
230,000
1980
238,000
1990
255,000
2000
259,000
a. Make a scatter plot of the data. Be sure to label the axes.

b. Make a reasonable prediction for the population in New London County in 2010. Explain how
you found your answer.
2007
Mathematics
257
RELEASED ITEM
Rubric for Population of New London County

Score 3
a correct graph of the provided data and a reasonable prediction of the population of New London in
2010 with supporting work or explanation.
Score 2
a correct graph of the provided data and a reasonable prediction but with incomplete work or
explanation
OR
a correct graph of the provided data and an inaccurate prediction due to a significant error
OR
a graph which may contain errors but demonstrates some understanding of the concept and a
reasonable prediction with supporting work or explanation.
Score 1
a correct graph of the data provided and either no prediction or an incorrect prediction resulting from
an invalid approach
OR
a graph which may contain errors but demonstrates a some understanding of the concept and a
reasonable prediction without supporting work or explanation.
Score 0
2007
Mathematics
258
RELEASED ITEM
Scored Student Responses for Population of

New London County
Question 6: Population of New London County
Score 3
The response demonstrates a full and complete understanding of the task. No break in scale symbol is used, but
otherwise the scaling is correct and the plotting is correct with the exception of a minor error plotting the
population for 1980. The prediction for the population in 2010 is reasonable and is supported by a sufficient
explanation.
2007
Mathematics
259

New London County
Score 3
The response demonstrates a full and complete understanding of the task. The graph is appropriately labeled.
The scaling is correct and the plotting is correct, with the exception of a minor error plotting the population for
1980. The prediction is reasonable and is supported with a sufficient explanation.
2007
Mathematics
260

New London County
Score 2
The response demonstrates a reasonable understanding of the task. The graph is appropriately labeled. The
scaling and plotting are correct. The student makes a reasonable prediction, but the explanation does not provide
a clear rationale for determining the predicted populations.
2007
Mathematics
261

New London County
Score 2
The response demonstrates a reasonable understanding of the task. The graph is appropriately labeled. The
scaling and plotting are correct. An appropriate strategy (the drawing of a trend line) for predicting the future
population is employed, but the student makes an error in executing the strategy that leads to a response that is
not reasonable.
2007
Mathematics
262

New London County
Score 1
The response demonstrates a partial understanding of the task. The graph is appropriately labeled. No break in
scale symbol is used. The plotting is acceptable. The prediction is flawed due to the incorrect execution of the
trend line. In addition, the explanation that the prediction results from the point where the x- and y- axes meet is
flawed.
2007
Mathematics
263

New London County
Score 1
The response demonstrates a partial understanding of the task. The graph is appropriately labeled. No break in
scale symbol is used, and there is a scaling error between 250,000 and 300,000. The student does not arrive at a
reasonable prediction due to an invalid approach to the task.
2007
Mathematics
264

New London County
Score 0
The response demonstrates merely an acquaintance with the task. The graph is not labeled and there are
multiple scaling errors on the y-axis, as well as incorrectly plotted points. The prediction is not within a reasonable
range based on the data, and the student provides no explanation for the prediction.
2007
Mathematics
265

New London County
Score 0
The response demonstrates merely an acquaintance with the task. The x- and y- axes are not labeled. The
scaling is not correct due to the use of the population figures for the numbers used at even intervals on the y-axis.
The prediction is not within an acceptable range, with an insufficient explanation for the prediction.
2007
Mathematics
266
Chocolate Candy
Working with Data
7.
Below is a picture of a box of chocolate candies.
S Solid Chocolate
C Creme Filling
N Nuts
N
N
S
S
C
N
N
S
S
C
N
C
N
S
S
N
N
a. If Malik chooses a piece of the candy at random, what is the probability that it is solid
chocolate? Show your work or explain how you found your answer.
b. Malik eats a total of 4 pieces of candy, 2 with nuts, 1 solid chocolate, and 1 with cream filling.
He then gives the box to Fatima. If Fatima wants a piece of candy with nuts, what is the
probability that she will pick one? Show your work or explain how you found your answer.
c. Fatima also eats 4 pieces of candy and then gives the box to Samira. If the probability of
Samira selecting a piece of candy with cream filling is 0.1875, how many cream-filled candies
did Fatima eat? Show your work or explain how you found your answer.
2007
Mathematics
267
RELEASED ITEM
Rubric for Chocolate Candy

Score 3
correct answers to Part A (0.5 or equivalent), Part B (0.3 or equivalent), and Part C (0 or None) with
supporting work or explanation.
Score 2
a missing or incorrect answer to one part of the question, but correct or consistent answers to the
other two parts of the question, with supporting work or explanation.
Score 1
a correct answer to only one of the three parts with some work or explanation.
Score 0
2007
Mathematics
268
RELEASED ITEM
Scored Student Responses for Chocolate Candy

Question 7: Chocolate Candy
Score 3
The response demonstrates a full and complete understanding of the task. The student correctly calculates each
probability and accurately states that Fatima ate no cream-filled chocolates. The student shows calculations and
provides explanations supporting each answer.
2007
Mathematics
269

Score 3
The student correctly determines the probability of choosing a solid candy and the number of cream-filled candies
eaten by Fatima. The probability of obtaining a candy with nuts is incorrect; however, the explanation and the
calculations shown reveal that the student made an error in counting which does not detract from the
understanding of the task. The response demonstrates a full and complete understanding of the task.
2007
Mathematics
270

Score 2
The response demonstrates a reasonable understanding of the mathematical concepts and processes embedded
in the application. The correct probabilities for obtaining solid candies and candies with nuts are calculated and
explained. The student then calculates the number of candies available for choosing, but does not answer the
question of how many Fatima would have eaten.
2007
Mathematics
271

Score 2
The probabilities of choosing a solid chocolate and a candy with nuts are calculated and explained. The equation
used to determine the number of candies eaten by Fatima is not appropriate and results in an incorrect response.
The response shows a reasonable understanding of the task.
2007
Mathematics
272

Score 1
The response demonstrates a partial understanding of the topic. The student correctly calculates the probability of
choosing a solid chocolate. However, in attempting to determine the probability of choosing a candy with nuts, the
student fails to account for the chocolate candy that has already been eaten. The response to part c misapplies
the calculation of the number of candies available.
2007
Mathematics
273

Score 1
The student correctly calculates the probability of choosing a solid chocolate. However, in attempting to determine
the probability of choosing a candy with nuts, the student fails to account for the chocolate candy that has already
been eaten. The student does not attempt to determine the number of cream-filled candies eaten by Fatima. The
response demonstrates a partial understanding.
2007
Mathematics
274

Score 0
The response demonstrates merely an acquaintance with the topic. The student fails to state the probabilities. No
attempt is made to determine the number of cream-filled chocolates eaten by Fatima.
2007
Mathematics
275

Score 0
The response demonstrates merely an acquaintance with the topic. The responses only describe the probability
of picking any one of the individual pieces of candy. The student does not attempt part c.
2007
Mathematics
276
Organism Lengths
8.
Students in a biology class measured and recorded the lengths of different microscopic organisms.
The results are recorded in the table below.
Organism Lengths
Organism
Length (millimeters)
0.00065
4.72 104
8
10,000
1
the length of organism B. What was
40
the length of organism D? Show your work or explain how you found your answer.
a. A fourth organism (D) was measured and found to be
b. Which of the four organisms in the table was longest? Show your work or explain how you
found your answer.
2007
Mathematics
277
RELEASED ITEM
Rubric for Organism Lengths

Score 3
The correct length of organism D (1.18 105 mm or 0.0000118 mm) for Part A, with supporting
work or explanation, and an indication that organism C is the longest of the four organisms for
Part B, with supporting work or explanation.
Score 2
a value in Part A that is incorrect due to an error and that is between 0 and 1, with work or
explanation, and a consistent answer in Part B (due to the error in Part A) with work or explanation
OR
a correct value in Part A with work or explanation and a correct answer in Part B with insufficient
Score 1
a correct value in Part A but an incorrect answer in Part B
OR
a value in Part A that is incorrect due to more than one error and that is between 0 and 1, and a
consistent answer in Part B (due to the error in Part A). There is some work or explanation in Part A
and/or Part B.
OR
a value in Part A that is incorrect due to an error and that is outside the range of 0 to 1, and a
consistent answer in Part B (due to the error in Part A). There is some work or explanation in Part A
and/or Part B.
The response demonstrates some understanding of scientific notation.
Score 0
2007
Mathematics
278
RELEASED ITEM
Scored Student Responses for Organism Lengths

Question 8: Organism Lengths
Score 3
The response demonstrates a full and complete understanding of the task. The length of the organism is
calculated correctly, with the calculations shown and explained. The student then converts the length of each
organism into decimal form in order to determine the longest.
2007
Mathematics
279

Score 3
The length of organism d is calculated correctly, with calculations shown. The student then converts the length of
organism c into decimal form and explains why that would be the longest of the organisms. The response, while
brief, is sufficient to show a full understanding of the task.
2007
Mathematics
280

Score 2
The response demonstrates a reasonable understanding of the task. Part a has one or more transcription errors,
and both of the responses are rounded incorrectly. In part b, the student converts the lengths of the organisms to
decimal form in order to correctly determine the longest.
2007
Mathematics
281

Score 2
The response demonstrates a reasonable understanding of the task. The student errs in converting the length of
organism b into decimal form, resulting in an incorrect calculation for organism d. However, the remaining
organism lengths are converted correctly by the student, and the longest organism is determined correctly, based
on the answer found in the first section.
2007
Mathematics
282

Score 1
The student correctly determines the length of organism d. However, in attempting to determine the longest
organism, the response does not demonstrate an understanding of how to determine which of the decimals is the
largest number. The student demonstrates a partial understanding of the task.
2007
Mathematics
283

Score 1
The student demonstrates a partial understanding of scientific notation. The length of one organism is converted
into decimal form. No other correct calculations are shown.
2007
Mathematics
284

Score 0
In this response, the student errs in converting the length of organism b into decimal form and then multiplies by
2/5 instead of by .025. This response lacks convincing evidence that the student fully comprehends the essential
mathematical ideas addressed by this task.
2007
Mathematics
285

Score 0
The student converts 1/40 into decimal form as an incorrect means for determining the length of organism d. The
determination of the longest organism is not consistent with the calculations shown or the previous response. The
response demonstrates merely an acquaintance with the task.
2007
Mathematics
286
CAPT Mathematics Grid-In Items
2007
Mathematics
287
CAPT Mathematics Grid-In Item:

Soup Cans
Latitias Foods is introducing a new line of soups. The soups will be sold in cans that are 4 inches
tall and have a diameter of 3 inches. The labels will wrap around the entire outside of each can,
excluding the top and bottom.
9.
Determine the area of the label. Round your answer to the nearest tenth of a square inch.
Do your work above and remember to grid your answer in your answer booklet.
2007
Mathematics
288

Stopping Distance
Algebraic Reasoning
10.
The relationship between the distance d, in feet, required to stop a vehicle and s, the speed in miles
per hour that the vehicle was traveling, is given by the equation
d=
0.0155s 2
f
where f represents the coefficient of friction between the tires and the road.
It took a car 205 feet to stop. What speed was the car traveling? Use f = 0.3 and round your
answer to the nearest mile per hour.
2007
Mathematics
289

Coffee Special
Algebraic Reasoning
11.
A store sells gourmet coffee at a discount with the purchase of a coffee maker that costs $26.00.
The graph below shows the total price in dollars, T, for a coffee maker plus the amount of coffee in
pounds, P.
Carl plans to buy a coffee maker and four pounds of coffee. How much does the store charge per
pound for the gourmet coffee?
2007
Mathematics
290

Entertainment Center
12.
Jos wants to buy a new TV that will fit the opening of his entertainment center. The height of the
opening in his entertainment center is 27 inches. Usually, the opening of an entertainment center
has a width-to-height ratio of 4:3.
What is the diagonal measurement of the opening in Joss entertainment center?
2007
Mathematics
291

Marys Number Cubes
Working with Data
13.
Mary rolls two number cubes with sides numbered from 1 to 6.
3
1
6
2
If she rolls a 3 on one of the cubes, what is the probability that the sum of the numbers facing up
on both cubes is greater than or equal to 5? Express your answer as a decimal rounded to the
nearest hundredth.
2007
Mathematics
292

Bloodhound
14.
The bloodhound, a type of dog, has 4.0 109 scent receptors in its nose. A typical human has
1.2 107 scent receptors. How many times more scent receptors does a bloodhound have than a
human? Round your answer to the nearest whole number.
2007
Mathematics
293

Josephs Final Grade
Working with Data
15.
Josephs final averages in science class are shown in the table below. What is the minimum score
Joseph can get on the final exam in order to receive at least a 90 for his final grade?
Homework
Quizzes
Tests
Final Exam
% Toward Final Grade
20
20
40
20
Average
93
92
85
2007
Mathematics
294

Picnic Food
16.
Each summer, a high school sponsors a picnic for new students, their parents and teachers. Last
year, 65 pounds of hamburger patties were cooked to serve between 250 and 300 people. This
year, the school expects between 325 and 375 people.
Estimate the number of pounds of hamburger patties that should be ordered.
2007
Mathematics
295

2007 Math Released Item Packet

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2007 Math Released Item Packet

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CAPT Mathematics

Released Items and

CAPT Mathematics Framework

CAPT Mathematics Process Strands

CAPT Mathematics Content Strands

NUMERICAL AND PROPORTIONAL REASONING:

GEOMETRY AND MEASUREMENT

WORKING WITH DATA: PROBABILITY AND STATISTICS

Items Found in This Packet

CAPT Mathematics Open-Ended Items

Scoring Rubric for Mathematics Open-Ended Items

Use your ruler to help you answer this question.

Rubric for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Scored Student Responses for Cargo Ship

Rubric for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Scored Student Responses for Marthas Sales

Rubric for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Scored Student Responses for Hang Gliding

Rubric for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Scored Student Responses for Two Silos

Rubric for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Scored Student Responses for Kendras Travels

Population of New London County

a. Make a scatter plot of the data. Be sure to label the axes.

Rubric for Population of New London County

Scored Student Responses for Population of

Scored Student Responses for Population of

Scored Student Responses for Population of

Scored Student Responses for Population of