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You are on page 1of 3

Extended-Response Test SCORE _________

**Demonstrate your knowledge by giving a clear, concise solution to each problem.
**

Be sure to include all relevant drawings and justify your answers. You may show

your solution in more than one way or investigate beyond the requirements of the

problem. If necessary, record your answer on another piece of paper.

1. You are planning to make a collage and are gathering materials. For the

3

backing you will use a piece of heavy recycled cardboard that is 4 − feet

4

2

long and 2 − feet wide. One side of the cardboard will be covered with

5

fabric. The other side will be left bare against the wall when you hang the

collage.

**a. Estimate how much fabric you will need. Explain how you found your
**

estimate.

**b. Find the actual amount of fabric you will need. Show all your work
**

and explain each step, so someone who doesn’t know how to work the

problem will understand.

**2. In your collage, you want to scatter a few colorful plastic rectangles that
**

15 1

are each −− inch long and − inch wide.

16 4

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

**a. Estimate the area of a plastic rectangle. Explain how you found your
**

answer.

b. Find the actual area. Show your work.

**3. You decide to place a design in the middle of the cardboard. This will take
**

1

up an area of 4 − square feet. Rectangular cut outs that have an area of

2

3

− square feet will cover this area. How many rectangles will fit in the

8

middle area? Explain how you found your answer.

**Course 1 • Chapter 4 Multiply and Divide Fractions 83
**

NAME _____________________________________________ DATE __________________ PERIOD _________

Extended-Response Rubric SCORE _________

Score Description

A score of four is a response in which the student demonstrates a thorough

understanding of the mathematics concepts and/or procedures embodied in the

task. The student has responded correctly to the task, used mathematically sound

4 procedures, and provided clear and complete explanations and interpretations.

The response may contain minor flaws that do not detract from the demonstration

of a thorough understanding.

A score of three is a response in which the student demonstrates an understanding

of the mathematics concepts and/or procedures embodied in the task. The student’s

response to the task is essentially correct with the mathematical procedures used

and the explanations and interpretations provided demonstrating an essential but

3 less than thorough understanding.

The response may contain minor flaws that reflect inattentive execution of

mathematical procedures or indications of some misunderstanding of the

underlying mathematics concepts and/or procedures.

A score of two indicates that the student has demonstrated only a partial

understanding of the mathematics concepts and/or procedures embodied in the

task. Although the student may have used the correct approach to obtaining a

2 solution or may have provided a correct solution, the student’s work lacks an

essential understanding of the underlying mathematical concepts.

The response contains errors related to misunderstanding important aspects of the

task, misuse of mathematical procedures, or faulty interpretations of results.

A score of one indicates that the student has demonstrated a very limited

understanding of the mathematics concepts and/or procedures embodied in the

**Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.
**

task. The student’s response is incomplete and exhibits many flaws. Although the

1 student’s response has addressed some of the conditions of the task, the student

reached an inadequate conclusion and/or provided reasoning that was faulty or

incomplete.

The response exhibits many flaws or may be incomplete.

A score of zero indicates that the student has provided no response at all, or a

completely incorrect or uninterpretable response, or demonstrated insufficient

understanding of the mathematics concepts and/or procedures embodied in the

0

task. For example, a student may provide some work that is mathematically correct,

but the work does not demonstrate even a rudimentary understanding of the

primary focus of the task.

**84 Course 1 • Chapter 4 Multiply and Divide Fractions
**

Chapter 4 Answer Key

Extended-Response Test, Page 83

Sample Answers

In addition to the scoring rubric, the following sample answers

may be used as guidance in evaluating open-ended assessment items.

3 2 3 2

1. a. Estimate 4 − × 2− . 4− × 2− rounds to 5 × 2. So, an estimate is 10. You will need

4 5 4 5

about 10 square feet of fabric.

3 2 19 12

b. Find 4 − × 2− . Write each mixed number as an improper fraction, −− × −− .

4 5 4 5

57

Then divide 4 and 12 by their GCF, 4. Multiply 19 and 3 then 1 and 5 to get −− .

2 5

Simplify to get 11 −.

5

15 1 15 1 1 1

2. a. Estimate −− ×− . −− rounds to 1. 1 × − =− . So, an estimate is − . Each plastic

16 4 16 4 4 4

1 2

rectangle is about − in .

4

15 1 15 15 2

b. −− ×− = −− . Each plastic rectangle is −− in .

16 4 64 64

3 1

3. Find how many groups of − are in 4 − . Use division.

2 8

3 4

1 3 9 3 9 8 9 8 12

4− ÷− =− ÷− =− ×− =− ×− = −− or 12. The answer is 12 rectangles.

2 8 2 8 2 3 2 3 1

1 1

Copyright © The McGraw-Hill Companies, Inc. Permission is granted to reproduce for classroom use.

A42 Course 1 • Chapter 4 Multiply and Divide Fractions

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