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Illinois Standards Achievement Test

Mathematics Samples

Form LM
Grade 8
2010
Illinois State Board of Education

_____________________________________________________________
2
2010 ISAT Mathematics Form LM Sample Book - Grade 8
2
Structure of the Grade 8 Mathematics ISAT
ISAT Mathematics testing in spring 2010 will consist of 30 norm-referenced items, as well as 45 criterion-
referenced items, some of which will be used for developmental purposes. Te 30 norm-referenced items are
an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Pearson, Inc.
Te 45 criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elements of the
Illinois Learning Standards that are suitable for state testing.
Multiple-choice items require students to read, reflect, or compute and then to select the alternative that
best expresses what they believe the answer to be. Tis format is appropriate for quickly determining whether
students have achieved certain knowledge and skills. Well-designed multiple-choice items can measure
student knowledge and understanding, as well as students’ selection and application of problem-solving
strategies. A carefully constructed multiple-choice item can assess any of the levels of mathematical
complexity from simple procedures to sophisticated concepts. Tey can be designed to reach beyond the
ability of students to “plug-in” alternatives or eliminate choices to determine a correct answer. Such items are
limited in the extent to which they can provide evidence of the depth of students’ thinking.
Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis
for extrapolating about students’ approaches to problems. Tese items reduce the concern about guessing
that accompanies multiple-choice items. Te short-response items are scored with a rubric and count as
5% of the scale score of the test.
Extended-response items require students to consider a situation that demands more than a numerical
response. Tese items require students to model, as much as possible, real problem solving in a large-scale
assessment context. When an extended-response item poses a problem to solve, the student must determine
what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms
of the original situation. Students are expected to clearly communicate their decision-making processes
in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered
steps). Te extended-response items are scored with a rubric and count as 10% of the scale score of the test.
Scoring Extended- and Short-Response Items
Extended- and short-response items are evaluated according to an established scoring scale, called a rubric,
developed from a combination of expectations and a sample of actual student responses. Such rubrics must
be particularized by expected work and further developed by examples of student work in developing a guide
for scorers. Illinois educators play a substantial role in developing these guides used for the scoring of the
short- and extended-response items. Committees of mathematics educators from throughout the state attend
a validation meeting, during which they use the mathematics scoring rubrics to establish task-specific criteria
that are used to score all short- and extended-response items consistently and systematically.
Answer Document for Grade 8 Mathematics ISAT
Students in grade 8 respond to all test items in a separate answer document. Test administrators should
monitor students carefully during testing to make sure students are using the appropriate pages of the answer
document, especially for the short- and extended-response items.
_______________________________________________________ 2010 ISAT Mathematics Form LM Sample Book - Grade 8
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Mathematics Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who
is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10
minutes to complete that test session. More details about how to administer this extra time will appear in the
ISAT Test Administration Manual. Tis policy does not affect students who already receive extended time as
determined by their IEP.
Calculator Use for Grade 8 Mathematics ISAT
All students in grade 8 are allowed to use a calculator during all sessions of the mathematics assessment.
Students are allowed to use any calculator they normally use in their mathematics classes. Schools, teachers,
and parents should be advised that when students attempt to use calculators with which they are unfamiliar,
their performance may suffer. In a like manner, students who are not taught when and how to use a
calculator as part of their regular mathematics instructional program are also at risk.
Rulers for Grade 8 Mathematics ISAT
All students in grade 8 will be provided with a ruler to use during all sessions of the mathematics assessment.
Tis ruler will allow students to measure in both inches and centimeters.
Inches
0 1 2 3 4 5 6
C e n t i m e t e r s
0 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5
ISAT GRADES FOUR–EIGHT
Scratch Paper for Grade 8 Mathematics ISAT
Students must be provided with blank scratch paper to use during only session 1. Only session 1 contains
norm-referenced items, which were normed under such conditions. Students may not use scratch paper
during session 2 or session 3, but they may use the test booklet itself as scratch paper. However, students
must show their work, when required, for each short-response item in session 2 on the appropriate page in
the answer document. Students must show their work for each extended-response item in session 3 on the
appropriate pages in the answer document.
ISAT Mathematics Form LM Grades 3-8
Session 1
45 minutes
40 linguistically modified multiple-choice items
(30 of these are an abbreviated form of the Stanford 10.)
Session 2
45 minutes
30 linguistically modified multiple-choice items
3 short-response items with 2 options:
1. Short-response items in plain English
2. Side-by-side English/Spanish format from original ISAT text
Session 3
45 minutes
2 extended-response items with 2 options:
1. Extended-response items in plain English
2. Side-by-side English/Spanish format from original ISAT text
(Some sessions include pilot items.)
_______________________________________________________ 2010 ISAT Mathematics Form LM Sample Book - Grade 8
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ISAT MATHEMATICS REFERENCE SHEET
Grades 7 and 8
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GO ON
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A Point P
B Point Q

C Point R
D Point S
0 1 2 3 4 5 6
P Q R S
210
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8 6 4 3
A

B C D
1
8
3
4
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8 81 88 90
A B

C D
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4
Use 3.14 for p.
A 14 inches

C 28 inches
B 20 inches D 63 inches
4.5 in.
Which point best represents ?
Amy has of a yard of string
to make bracelets.

She needs of a yard of string
for each one.
What is the most number of
bracelets Amy can make?
A school had 80 students last year.
There are 10% more this year.
How may students are
there this year?
Which is closest to the
circumference of the circle?
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GO ON
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5
Use 3.14 for ␲.
A 36 cubic inches
B 54 cubic inches
C 113 cubic inches

D 170 cubic inches
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A 135 square feet
B 155 square feet
C 180 square feet

D 198 square feet
3 feet
15 feet
3 feet
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A 0.46 mL
B 46 mL
C 460 mL

D 4600 mL
A cylinder is 6 inches tall.
It has a radius of 3 inches.
Which is closest to the volume
of the cylinder?
What is the surface
area of the prism?
How many milliOLters (mL)
are in 4.6 liters (L)?
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GO ON
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Look at the addition patterns below.
1 ϩ 3 ϭ 4
1 ϩ 3 ϩ 5 ϭ 9
1 ϩ 3 ϩ 5 ϩ 7 ϭ 16
1 ϩ 3 ϩ 5 ϩ 7 ϩ 9 ϭ 25
6 7 8 9
A B

C D
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8
Use your inch ruler to help you
answer this question.
A 10 feet
B feet

C feet
D 15 feet
12
1
2
10
1
2
height
1 inch represents 5 feet.
What is the height of the tree?
The picture is a scale drawing of
a tree.
Using this pattern, how
many numbers must be
added to equal 64?
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GO ON
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10
A C
B

D
x
y
5 10
-
5
5
-
10
10
-5 -10
x
y
5 10
-
5
5
-
10
10
-5 -10
x
y
5
-
5 10
-
10
-
5
5
-
10
10
x
y
5 10
-
5
5
-
10
10
-5 -10
Which graph shows y = 3?
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GO ON
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The graph of a line contains the
points (5, 3) and (5,
-
1).

A The line intersects the x-axis.
B The slope of the line
is negative.
C The line intersects the y-axis.
D The slope of the line is positive.
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A
less than 70 °F.
B
greater than 80 °F.

C
between 70 °F and 80 °F.
D
less than 70 °F or greater
than 80 °F.
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24 49 54 59
A B C

D
(x – 5)°
70°
56°
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A y ϭ 2x
B y ϭ x ϩ 2
C y ϭ 5x

D y ϭ 3x ϩ 2
0
1
2
3
4
2
5
8
11
14
x y
5
Which equation shows the
relationship between x and y?
Which must be true about the
graph of this line?
The inequality 70° < x < 80°
represents the range of the best water
temperature, in degrees Fahrenheit,
for Sammy’s fish.
Which statement is true about
the water temperature?
What is the value of x?
The best water temperature is
The best water temperature is
The best water temperature is
The best water temperature is
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GO ON
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Line l intersects parallel lines
m and n as shown.
Which list contains all the
angles that are congruent
to ∠1?

A ∠3, ∠5, ∠7
B ∠3, ∠6, ∠8
C ∠2, ∠3, ∠4
D ∠2, ∠7, ∠8
m n
l
1 4 5 8
2 3 6 7
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16
Which drawing represents the
top view of this solid?
A
B
C

D
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⌬XYZ is similar to ⌬RST.
What is the length of ?
10 cm 9 cm 8.5 cm 7.5 cm
A

B C D
ST
8 cm
6 cm
12 cm
10 cm
R
S T Z Y
X
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8 20 30 72
A

B C D
240 Animals at a Zoo
Monkeys
30
º
The circle graph represents a
total of 240 animals.

The shaded area represents the
number of monkeys.
How many of the animals
are monkeys?
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GO ON
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20
10% 30% 40% 60%

A B C D
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19

A C
B D
y
x
y
x
y
x
y
x
Which graph shows a line of best fit?
What is the probability that
Mike takes two red apples?
Mike has 2 red apples and 3 green
apples.
Without looking he takes two
apples.
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GO ON

A
B
C
D
21
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A 6 and 7
B 17 and 18
C 75 and 76
D 100 and 101
2
3
300
22
A
B
C
D
100 200 300 400 500 600
100 200 300 400 500 600
100 200 300 400 500 600
100 200 300 400 500 600
23
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GO ON
n > 0 and n < 1
n = 0
n > 1
If it is true that 16n < 16
and p > 0
and p < 16
Which is true about n?
n < 0
is between which numbers?
Math books at high school have
between 200 and 600 pages.
Which number line shows this?
3533987 3533987.AR1

A 44 cm
2
B 55 cm
2
C 88 cm
2
D 112 cm
2
K N
M L
8 cm
14 cm
24
3533987 3533987.AR1

A 44 cm
2
B 55 cm
2
C 88 cm
2
D 112 cm
2
K N
M L
8 cm
14 cm
24
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Which is equivalent to the
expression below?

x Ϫ 2
2
x Ϫ 1
2
x
2
Ϫ 1
x Ϫ 1
x Ϫ 2
A
B
C
D
25
_______________________________________________________ 2010 ISAT Mathematics Form LM Sample Book - Grade 8
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STOP
KLMN is an isosceles trapezoid.
The perimeter of KLMN is 32cm.
What is the area of KLMN ?
Answer Key with Assessment Objectives Identified

Item
Number
Correct
Answer
Assessment Objective
1 C
6.8.07 Identify and locate rational and irrational numbers (e.g., ʌ, \2 , \5 ) on
a number line.
2 B
6.8.09 Solve problems and number sentences involving addition, subtraction,
multiplication, and division using rational numbers, powers, and roots.
3 C
6.8.18 Solve number sentences and problems involving fractions, decimals,
and percents (e.g., percent increase and decrease, interest rates, tax,
discounts, tips).
4 C
7.8.02 Solve problems involving perimeter/circumference and area of polygons,
circles, and composite figures using diagrams, models, and grids or by
measuring or using given formulas (may include sketching a figure from its
description).
5 D
7.8.04 Solve problems involving the volume or surface area of a right
rectangular prism, right circular cylinder, or composite shape using an
appropriate formula or strategy.
6 D
7.8.04 Solve problems involving the volume or surface area of a right
rectangular prism, right circular cylinder, or composite shape using an
appropriate formula or strategy.
7 D
7.8.05 Solve problems involving unit conversions within the same
measurement system for length, weight/mass, capacity, square units, and
measures expressed as rates (e.g., converting feet/second to yards/minute).
8 C
7.8.06 Solve problems involving scale drawings, maps, and indirect
measurement (e.g., determining the height of a building by comparing its
known shadow length to the known height and shadow length of another
object).
9 C
8.8.01 Analyze, extend, and create sequences or linear functions, and
determine algebraic expressions to describe the nth term of a sequence.
10 D
8.8.07 Represent linear equations and quantitative relationships on a
rectangular coordinate system, and interpret the meaning of a specific part of
a graph.
11 D
8.8.08 Translate between different representations (table, written, graphical, or
pictorial) of whole number relationships and linear expressions.
12 A 8.8.09 Interpret the meaning of slope and intercepts in linear situations.
13 C 8.8.11 Represent and analyze problems with linear equations and inequalities.
14 D
9.8.02 Solve problems that require knowledge of triangle and quadrilateral
properties (e.g., triangle inequality).
15 A
9.8.08 Identify or analyze relationships of angles formed by intersecting lines
(including parallel lines cut by a transversal) and angles formed by radii of a
circle.

_______________________________________________________ 2010 ISAT Mathematics Form LM Sample Book - Grade 8
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Answer Key with Assessment Objective Identified
Item
Number
Correct
Answer
Assessment Objective
16 D
9.8.10 Identify front, side, and top views of a three–dimensional solid built
with cubes.
17 B 9.8.11 Solve problems involving congruent and similar figures.
18 B
10.8.01 Read, interpret (including possible misleading characteristics), and
make predictions from data represented in a bar graph, line (dot) plot, Venn
diagram (with two or three circles), chart/table, line graph, scatterplot, circle
graph, stem–and–leaf plot, or histogram.
19 $
10.8.04 Identify or draw a reasonable approximation of the line of best fit from
a set of data or a scatterplot, and use the line to make predictions.
20 A
10.8.06 Solve problems involving the probability of an event composed of
repeated trials, compound events (including independent events), or future
events with or without replacement.
21 A
6.8.12 Describe the effect of multiplying and dividing by numbers, including
the effect of multiplying or dividing a rational number by:
• a number less than zero;
• zero;
• a number between zero and one; and
• a number greater than one.
22 A
6.8.14 Estimate the square or cube root of a number less than 1,000 between
two whole numbers (e.g., 200 3 is between 5 and 6).
23 C
8.8.10 Identify, graph, and interpret up to two inequalities with a single
variable (including the intersection or union of these inequalities) on a
number line.
24 A
7.8.02 Solve problems involving perimeter/circumference and area of
polygons, circles, and composite figures using diagrams, models, and grids or
by measuring or using given formulas (may include sketching a figure from its
description).
25 B 8.8.04 Recognize and generate equivalent forms of algebraic expressions.
To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment
Framework for Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
_______________________________________________________ 2010 ISAT Mathematics Form LM Sample Book - Grade 8
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Using Short-Response Samples
Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below) that
appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions immediately
prior to session 2. ISBE encourages educators to practice these types of items with students during the course
of the school year so they are familiar with them prior to ISAT testing.
Please refer to the 2006 and 2007 ISAT sample books for additional short-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
SAMPLE SHORT-RESPONSE QUESTION
SAMPLE SHORT-RESPONSE ANSWER
50¢ + 90¢ + 35¢ = $1.75
for each day
1.75
1.75
1.75
1.75
+ 1.75
_
_
_
$8.75
3 2
M
y answer
$8.75
for five days
Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50¢,
a sandwich that costs 90¢, and fruit that costs 35¢.
Exactly how much money does Sam need to buy lunch for 5 days?
Show your work and label your answer.
Short-Response Sample Items
Followed by Scoring Rubric
Student Samples
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Make a list of all the 3-digit numbers that can be made using 2, 4, and 7.
Use 2, 4, and 7 just one time in each number.

Short-Response Items Reactivos de Respuesta Corta
Plain English - Use pages 19 - 21

English and Spanish - Use pages 22 - 25
Inglés y Español - Usa las páginas 22 - 25
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 1.
1
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Use your centimeter ruler to draw a rectangle with a perimeter of 24 centimeters.

Label the length and width.
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 2.
2
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STOP
Five pieces of this pizza are gone.













What fraction of the pizza is gone?

Change this fraction into a percent.
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 3.
3
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3484897
Using each digit only once, list all possible 3-digit numbers that can be made
using the digits 2, 4, and 7.
Utilizando cada dígito solamente una vez, enumera todos los posibles números de 3 dígitos que
se pueden hacer, usando los dígitos 2, 4 y 7.
NO ESCRIBAS AQUÍ.
USA LA PÁGINA __ EN TU DOCUMENTO
DE RESPUESTAS PARA CONTESTAR
LA PREGUNTA 1.
1
1
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GO ON
3349330
Using your centimeter ruler, draw a rectangle with a perimeter of 24 centimeters.
Label the length and width.
3349330
Utilizando la regla de centímetros, dibuja un rectángulo con un perímetro de 24 centímetros.

Señala el largo y ancho.
NO ESCRIBAS AQUÍ.
USA LA PÁGINA __ EN TU DOCUMENTO
DE RESPUESTAS PARA CONTESTAR
LA PREGUNTA 2.
2
2
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3349327 3349327_AR1
In the pizza shown, five pieces have been eaten.
What fractional part of the pizza was eaten?
Convert this fraction into a percent.
GO ON
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 3.
3
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3349327 3349327_AR1
STOP
En la pizza que se muestra, cinco pedazos han sido comidos.












¿Qué fracción de la pizza fue comida?

Convierte esta fracción en porcentaje.
NO ESCRIBAS AQUÍ.
USA LA PÁGINA __ EN TU DOCUMENTO
DE RESPUESTAS PARA CONTESTAR
LA PREGUNTA 3.
3
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Mathematics Short-Response Scoring Rubric
Te following rubric is used to score the short-response items for all grade levels.
SCORE
LEVEL
DESCRIPTION
2
Completely correct response, including correct work shown and/or correct labels/units if called
for in the item
1
Partially correct response
0
No response, or the response is incorrect
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Short-Response Student Sample 1A
Rubric Score Point = 2
Note: Te student correctly identified all possible combinations.
Short Response Student Sample1A
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Short-Response Student Sample 1B
Rubric Score Point = 2
Note: Te student correctly identified all possible combinations.
Short Response Student Sample1B
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Short-Response Student Sample 1C
Rubric Score Point = 1
Note: Te student correctly identified some of the possible combinations.
Short Response Student Sample1C
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Short-Response Student Sample 2A
Rubric Score Point = 2
Note: Te student accurately drew a square (special type of rectangle) with a side length of 6 cm, which
does have a perimeter of 24 cm.
Short Response Student Sample2A
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Short-Response Student Sample 2B
Rubric Score Point = 2
Note: Te student accurately drew a rectangle with dimensions 4cm by 8cm, which does have a perimeter
of 24 cm.
Short Response Student Sample2B
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Short-Response Student Sample 2C
Rubric Score Point = 1
Note: Te student accurately drew a rectangle with dimensions 3 cm by 8 cm, which has perimeter of
22 cm, not 24 cm. Te student computed area, not perimeter.
Short Response Student Sample2C
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Short-Response Student Sample 3A
Rubric Score Point = 2
Note: Te student provided a correct fraction
8
5
to represent the amount of pizza eaten and converted this
fraction to 62.5%.
Short Response Student Sample3A
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Short-Response Student Sample 3ß
Rubric Score Point = 2
Note: Te student provided a correct fraction
8
5
to represent the amount of pizza eaten and converted this
fraction to 63% (.625 rounded to 63% was accepted).
Short Response Student Sample3B
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Short-Response Student Sample 3C
Rubric Score Point = 1
Note: Te student provided a correct fraction
8
5
to represent the amount of pizza eaten but did not
convert this fraction to a percent correctly (6.25% instead of 62.5%).
Short Response Student Sample3C
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Extended-Response Sample Items
Followed by Scoring Rubric
and Student Samples
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Using Extended-Response Samples
Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shown below)
that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions
immediately prior to session 3. ISBE encourages educators to practice these types of items with students
during the course of the school year so they are familiar with them prior to ISAT testing.
Please refer to the 2006 and 2007 ISAT sample books for additional extended-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
SAMPLE EXTENDED-RESPONSE PROBLEM
Mrs. Martin wants to put tiles on the floor by the front door of her house. She wants
to use 3 different colors of tiles in her design.
She also wants
of the tiles to be blue,
of the tiles to be gray, and
of the tiles to be red.
Use the grid below to design a floor for Mrs. Martin. Label each tile with the first
letter of the color that should be placed there.
Show all your work. Explain in words how you found your answer. Tell why you
took the steps you did to solve the problem.
B B B B B B
R
R R R
R
R
First, I know that there are 4 equal rows, so 2 rows is half and
1 row is . So I made 2 rows B for blue because she wants
half the tiles blue. Then I made 1 row G for gray because she
wants of the tiles to be gray. Since she wants gray and red
to be the same amount of tiles, I made the last row R for red.
1

4
1

4
1

4
1

4
blue
gray
red
1

2
B B B B B B
G G
G G G G
SAMPLE EXTENDED-RESPONSE SOLUTION
1

2
1

4
1

4
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Blank Extended-Response Template
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
DIRECTIONS
Mathematics - Session 3
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Mathematics - Session 3
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3484898 3484898_AR1
POOL
DECK
GO ON
Extended-Response Items Reactivos de Respuesta Larga
Plain English - Use pages 40 - 41

English and Spanish - Use pages 42 - 44
Inglés y Español - Usa las páginas 42 - 44

The pool is a rectangle 10 feet wide and 20 feet long.
The deck around the pool is 2 feet wide.
What is the area of the deck?

Show all your work. Explain in words how you found your answer.
Tell why you took the steps you did to solve the problem.
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 1.
1
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40
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STOP
A baseball league has 6 teams.
These are the teams.

Aces
Broncos
Cougars
Wildcats
Eagles
Mustangs

Each team plays each other team only 1 time.

How many games are played in all?

Show all your work. Explain in words how you found your answer.
Tell why you took the steps you did to solve the problem.
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 2.
2
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3484898 3484898_AR1
A rectangular pool has a width of 10 feet and a length of 20 feet. The deck that surrounds
the pool is 2 feet wide.
What is the area of the deck that surrounds the pool?
Show all your work. Explain in words how you found your answer. Tell why you took
the steps you did to solve the problem.
POOL
DECK
GO ON
DO NOT WRITE HERE.
USE PAGE __ IN YOUR ANSWER
DOCUMENT TO ANSWER QUESTION 1.
1
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3484898 3484898_AR1
GO ON
NO ESCRIBAS AQUÍ.
USA LA PÁGINA __ EN TU DOCUMENTO
DE RESPUESTAS PARA CONTESTAR
LA PREGUNTA .
Una alberca rectangular tiene un ancho de 10 pies y un largo de 20 pies. La plataforma
que rodea la alberca tiene un ancho de 2 pies.
PLATAFORMA
ALBERCA
¿Cuál es el área de la plataforma que rodea la alberca?

Demuestra tu trabajo. Explica con palabras cómo llegaste al resultado. Relata por qué
seguiste esos pasos para solucionar el problema.
1
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3349284
The Prairie Land Baseball Conference has 6 teams. The team names are listed below.
Aces
Broncos
Cougars
Wildcats
Eagles
Mustangs
How many games must be played so that every team plays each other once?
Show all your work. Explain in words how you found your answer. Tell why you took
the steps you did to solve the problem.
3349284
STOP
La Conferencia de Béisbol Prairie Land tiene 6 equipos. Los nombres son los siguientes.

Aces
Broncos
Cougars
Wildcats
Eagles
Mustangs


¿Cuántos juegos deben disputarse para que cada equipo se enfrente entre sí una vez?

Demuestra tu trabajo. Explica con palabras cómo llegaste al resultado. Relata por qué
seguiste esos pasos para solucionar el problema.
NO ESCRIBAS AQUÍ.
USA LA PÁGINA __ EN TU DOCUMENTO
DE RESPUESTAS PARA CONTESTAR
LA PREGUNTA 2.
2
2
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Mathematics Extended-Response Scoring Rubric
Te following rubric is used to score the extended-response items for all grade levels. A student-friendly
version of this extended-response scoring rubric is available online at www.isbe.net/assessment/math.htm.
SCORE
LEVEL
MATHEMATICAL KNOWLEDGE:
Knowledge of mathematical principles and
concepts which result in a correct solution to
a problem.
STRATEGIC KNOWLEDGE:
Identification and use of important
elements of the problem that represent
and integrate concepts which yield the
solution (e.g., models, diagrams, symbols,
algorithms).
EXPLANATION:
Written explanation of the rationales and
steps of the solution process. A justification
of each step is provided. Though important,
the length of the response, grammar, and
syntax are not the critical elements of this
dimension.
4
• shows complete understanding of the
problem’s mathematical concepts and
principles
• uses appropriate mathematical terminology
and notations including labeling answer if
appropriate
• executes algorithms and computations
completely and correctly
• identifies all important elements of
the problem and shows complete
understanding of the relationships among
elements
• shows complete evidence of an appropriate
strategy that would correctly solve the
problem
• gives a complete written explanation of the
solution process; clearly explains what was
done and why it was done
• may include a diagram with a complete
explanation of all its elements
3
• shows nearly complete understanding of
the problem’s mathematical concepts and
principles
• uses mostly correct mathematical
terminology and notations
• executes algorithms completely;
computations are generally correct but may
contain minor errors
• identifies most of the important elements
of the problem and shows a general
understanding of the relationships among
them
• shows nearly complete evidence of an
appropriate strategy for solving the
problem
• gives a nearly complete written explanation
of the solution process; clearly explains
what was done and begins to address why
it was done
• may include a diagram with most of its
elements explained
2
• shows some understanding of the
problem’s mathematical concepts and
principles
• uses some correct mathematical
terminology and notations
• may contain major algorithmic or
computational errors
• identifies some important elements
of the problem but shows only limited
understanding of the relationships among
them
• shows some evidence of a strategy for
solving the problem
• gives some written explanation of the
solution process; either explains what was
done or addresses why it was done
• explanation is vague, difficult to interpret,
or does not completely match the solution
process
• may include a diagram with some of its
elements explained
1
• shows limited to no understanding of the
problem’s mathematical concepts and
principles
• may misuse or fail to use mathematical
terminology and notations
• attempts an answer
• fails to identify important elements or
places too much emphasis on unrelated
elements
• reflects an inappropriate strategy for
solving the problem; strategy may be
difficult to identify
• gives minimal written explanation of the
solution process; may fail to explain what
was done and why it was done
• explanation does not match presented
solution process
• may include minimal discussion of the
elements in a diagram; explanation of
significant elements is unclear
0
• no answer attempted • no apparent strategy • no written explanation of the solution
process is provided
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Extended-Response Student Sample 1A
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Extended-Response Student Sample 1B
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_____________________________________________________________
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Extended-Response Student Sample 1C
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Scoring Guide for “Area of Pool Deck”
Te correct answer to this extended-response problem is 136 square feet.
Extended-Response Student Sample 1A
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 136 ft
2
is present.
The response reflects a systematic
strategy (subtracting the area of
the pool from the area of the pool
and deck together) that includes
all important elements of the
problem.
The response addresses both
what was done and why (“…I took
10 + 2 + 2 to find the total width…
I subtracted the area of the pool,
200 ft
2
from the area of the pool
and deck combined to get just the
area of the deck.”).
Extended-Response Student Sample 1B
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 136 ft
2
is present.
The response reflects a systematic
strategy (subtracting the area of
the pool from the area of the pool
and deck together) that includes
all important elements of the
problem.
The response addresses both what
was done and why (“…found the
area of the pool by multiplying…
since the deck is 2 ft wide I added
2 ft + 2 ft on to the width of the
pool…”).
Extended-Response Student Sample 1C
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
3 3 3
This response shows a nearly
complete understanding of the
problem’s mathematical concepts
and principles. An incorrect answer
of 64 ft
2
is present.
The response identifies most
of the important elements, and
the solution process is nearly
complete (only added 2 ft to the
length and width).
The response addresses what was
done and begins to address why
(“…found the area of the pool…
added two to the side of each part
of the deck…subtracted the area
of the pool to find the area of just
the deck…”).
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Extended-Response Student Sample 2A
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Extended-Response Student Sample 2B
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Extended-Response Student Sample 2C
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Scoring Guide for “Baseball Games”
Te correct answer for this problem is 15 games. Students used a variety of strategies to solve this problem. Some drew
diagrams with lines connecting team names, others made charts with teams paired up to represent each game to be
played, and others simply used counting techniques.
Extended-Response Student Sample 2A
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 15 games is present.
The response reflects a systematic
strategy (listing the initials for
the team names and connecting
them with lines to represent
games) that includes all important
elements of the problem.
The response addresses both
what was done and why (“drew a
line…to represent a game; one less
game…continued to count”).
Extended-Response Student Sample 2B
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 2
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 15 games is present.
The response reflects a
systematic strategy (listing the
six team names as headings and
associating the other teams they
would play under this heading)
that includes all important
elements of the problem.
The response addresses what was
done but not why.
Extended-Response Student Sample 2C
MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4 4 0
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 15 games is present.
The response reflects a systematic
strategy (listing the teams from
1 to 6 and adding the number
of games to find the total) that
includes all important elements of
the problem.
There is no written explanation of
the solution process.
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