WAAIM Grade 7 Performance Tasks 2019-2020

Washington Access to
Instruction and
Measurement (WA-AIM)
Grade 7 Performance Tasks

2019–2020
1
WA-AIM Performance Tasks Grade 7
Change Log
Date Performance Task Explanation of Change
8/06/2019 All Update for 2019–2020
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Adaptations
All examples and items presented in the following Performance Tasks are allowed to be
adapted to meet each individual student’s learning style and preferred mode of receptive and
expressive communication. Teachers are encouraged to present the Performance Task
components in styles that most closely resemble how daily instructional materials are presented
to the student. Below are typical adaptations and ideas for presenting the Performance Tasks.
This is not an all-inclusive or exhaustive list.
 Use graphics and/or physical models
 Enlarge text/graphics
 Simplify text/directions
 Use tactile graphics
 Use pictorial/word/object representations for numbers and graph parts
 Written material may be read aloud (unless the PT specifically requires the student to
read)
 Reenactments or computer simulations may be used to represent scenarios
 For items that require the student to do physical tasks, teacher may do the physical
tasks if directed by the student (ie-MS PS3-3)
 Replace provided graphics with graphics commonly used by student
 Teacher can use real-life objects when asking questions
 Text and vocabulary can be tailored to the student’s vocabulary in cases where the
vocabulary is not a key element of the concept
 Use graphics student is most familiar with
 Place answer choices on word cards or choice board
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ENGLISH LANGUAGE ARTS Grade 7
Strand: Reading Literature
Sub-strand: Integration of Knowledge and Ideas
Washington K-12 Essential Element ACCESS POINTS Built on Three Levels of Complexity
Learning Standard
More Complex        Intermediate         Less
Complex
RL.7.7 Compare and EE.RL.7.7 Compare a Student will compare Student will identify Student will identify
contrast a written story, text version of a story, and contrast two how two versions of one detail common
drama, or poem to its drama, or poem with versions of a story. the same story are to a version of a
audio, filmed, staged, or an audio, video, or live different. story and a different
multimedia version, version of the same version of the same
analyzing the effects of text. story.
techniques unique to each
medium (e.g., lighting,
sound, color, or camera
focus and angles in a film).
4
RL.7.7 Reading Literature-Integration of Knowledge and Grade 7
Ideas
ACCESS POINT (More Complex) RL.7.7.M. Student will compare and contrast two versions
of a story.
PERFORMANCE TASK
Requirements:
 Every performance task must have at least five unique items/questions.
 The five items can relate to one pair of texts or multiple pairs of texts.
 Source material must be a literary text.
 The set of five items must include at least:
o two items that compare
o two items that contrast
 In a multiple-choice item, a minimum of three answer choices must be provided.
Restrictions: None
Example Items
Teacher Directions: I am going to read and show two versions of the same fable to you. Follow
along as I read the first fable. (Read Fable 1 to the student.)
Version 1:
The Boy Who Cried Wolf
Once there was a boy who lived in a small town. It was his job to watch his family’s
sheep as they ate grass on a hill. The boy liked to play tricks, too. One day as the sheep ate
grass, the boy yelled, “Help! Help! There’s a wolf by the sheep.” The people in the town came
running to help the boy.
When they arrived, they found the boy laughing. “Where is the wolf?” the townspeople
asked.
“There is no wolf,” the boy replied. “I played a trick on you!” The townspeople went away
angry.
The boy played the trick again and again. Soon, when the boy yelled “Wolf!” nobody
came.
One day a wolf really did appear. The boy yelled, “Help! Help! Wolf! Wolf!” But nobody
came to help. The boy had to chase the wolf away by himself.
Now I am going to show you a different version of the same fable. Think about how the two
fables are the same and how they are different. (View Fable 2 with the student.)
Version 2:
The Boy Who Cried Wolf: http://www.youtube.com/watch?v=heasnJY8HMM
Item 1 (contrast item):

Which is one way the two fables contrast, or provide information that is different? (Read the
answer choices to the student.)
A. The boy calls “Wolf!” in only one fable.
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B. The boy loses the sheep at night in only one fable.
C. The boy makes the people angry in only one fable.
Item 2 (compare item):

Teacher Directions: Now listen as I read and show the fables again. This time think about how
the two fables are the same. (Read and show the fables to the student again.)
Which is one comparison, or information that is the same, in both fables? (Read the answer
choices to the student.)
A. Both take place near a mountain.
B. Both show that the wolf is eating the sheep.
C. Both tell about a boy who does not tell the truth.
Answer Key (for teacher use only):

Item 1: B, The boy loses the sheep at night in only one fable.
Item 2: C. Both tell about a boy who does not tell the truth.
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Ideas
ACCESS POINT (Intermediate Complex) RL.7.7.I. Student will identify how two versions of
the same story are different.
PERFORMANCE TASK
Requirements:
 The five items can relate to one pair of texts or to multiple pairs of texts.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Follow along as I read two stories to you. As I read, think about
how the two stories are different. (Read the story, with accompanying visuals as
necessary, to the student.)
It is winter and Grandpa wants to go ice fishing. Best of all, he wants me to go with
him. I love to fish and there are many lakes and ponds with thick ice. We pack our gear,
dress warm, and even take a thermos of hot soup for lunch. We’re ready to catch some
fish!1
Teacher Directions Now listen as I read another version of the same story. Remember to
think about how the stories are different. (Read the story, with accompanying visuals as
Summer has come and Grandpa wants to catch some crabs. Best of all, he wants me
to go with him. I love to go crabbing, and we live in a great place to catch them. We pack
our gear, dress in swim trunks for a swim to cool off, and even take a cooler with ice to
keep our lunch cool. We’re ready to catch some crabs!
What is one way the two stories are different? (Read the answer choices to the student.)
A. They go crabbing in one passage.
B. They take lunch in one passage.
C. Grandpa takes his grandchild in one passage.
Answer Key (for teacher use only)

Item 1: A, They go crabbing in one passage.
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1 http://wdfw.wa.gov/fishing/salmon/whenwhere/area.html. 4 29 14
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Ideas
ACCESS POINT (Less Complex) RL.7.7.L. Student will identify one detail common to a
version of a story and a different version of the same story.
PERFORMANCE TASK
Requirements:
 In a multiple-choice item, a minimum of two answer choices must be provided.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Follow along as I read two stories to you. As I read, think about how the
two stories are the same. (Read the story, with accompanying visuals, to the student.)
Money for the Special Olympics

Peter and Mary wanted to raise money to help the Special Olympics. They decided to offer to
rake lawns in the fall to remove the fallen leaves. They made signs offering to rake lawns. Their
neighbors knew they would do a good job and hired them.
Now I am going to read another version of the same story. Remember to think about how the
stories are the same. (Read the story, with accompanying visuals, to the student.)
Money for the Special Olympics

Peter and Mary wanted to raise money to help the Special Olympics. They decided to bake
cupcakes for birthday parties and to sell them. They made signs offering to make cupcakes.
Their neighbors knew they would do a good job and hired them.
What is one detail that is the same in both passages? (Read the answer choices to the student.)
A. Peter and Mary wanted to make cupcakes to raise money.
B. Peter and Mary wanted to raise money for the Special Olympics.

Item 1: B, Peter and Mary wanted to raise money for the Special Olympics.
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Strand: Reading Informational Text
Sub-strand: Integration of Knowledge and Ideas
Learning Standard
Complex
RI.7.9 Analyze how two or EE.RI.7.9 Compare Student will compare Student will Student will identify
more authors writing about and contrast how and contrast how contrast two texts one detail common
the same topic shape their different texts on the different texts by on the same and to two texts
presentations of key same topic present different authors on familiar topic. presented on the
information by the details. the same topic same and familiar
emphasizing different present similar topic.
evidence or advancing details.
different interpretations of
facts.
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RI.7.9 Reading Informational Text-Integration of Grade 7
Knowledge and Ideas
ACCESS POINT (More Complex) RI.7.9.M. Student will compare and contrast how different
texts by different authors on the same topic present similar details.
PERFORMANCE TASK
Requirements:
o two items that compare
o two items that contrast
 The five items must relate to multiple pairs of texts by different authors.
o Pairs of texts must include at least one similarity and one difference.
o Texts must contain comparable levels of detail.
 Source material must be an informational text.
Restrictions: None
Example Items
Teacher Directions: Follow along as I read two articles about dogs. As I read, think about
which detail is the same in the two articles. (Read the articles to the student.)
Article 1:
Labs, Labs, LABS!!

Labrador retrievers (called labs) come in many different colors, shapes, and sizes. There are
three different types of labs: They are the chocolate lab, the white or yellow lab, and the
black lab. Labs, like other dogs, will eat anything. Labs love to play in the water. What they
love the most is retrieving things in the water! Labs are excellent companions for people who
love to walk. Labs are the top dog in America and are recommended for families with young
children.2
Article 2:
The Labrador retriever is the number one dog in America for many reasons. Labs are very
active and good with children. Labs love chasing balls, swimming, walking, jogging, and
playing. They are smart dogs too. They can help police officers do their job.3
Item 1 (compare item):
Which detail about labs is the same in both articles? (Read the answer choices to the student.)
A. Both tell that Labradors love to play.
B. Both tell that Labradors come in different colors.
2
Labs, Labs, Labs!! From Tarheel Reader
3
Quirky Facts about Labrador Retrievers from Just Labradors
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C. Both tell that Labradors will eat just about anything.
Item 2 (contrast item):

Teacher Directions: Now I will read the articles to you again. This time think about how the
articles are different. (Read the passages to the student again.)
Which detail about labs is different in the two articles? (Read the answer choices to the
student.)
A. Only one tells that Labradors help police officers.
B. Only one tells that Labradors like to go in the water.
C. Only one tells that Labradors are the most popular dog breed.

Item 1: A, Both tell Labs love to play.
Item 2: A, Only one tells that Labradors help police officers.
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Knowledge and Ideas
ACCESS POINT (Intermediate Complex) RI.7.9.I. Student will contrast two texts on the
same and familiar topic.
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: Follow along as I read two articles about apples. As I read, think about
which detail is different in the two articles. (Read the articles, with accompanying visuals as
Article 1-Washington Apples Article 2-Apple Varieties

Many varieties of apples are grown in While there are about 2,500 known varieties
Washington state including Red Delicious, of apples grown in the United States, and
Golden Delicious, Fuji, Gala, Granny Smith, more than 7,500 grown around the world,
Braeburn, Jonagold, Pink Lady, and Cameo. there are eight primary varieties of apples
About 100 packing houses store, sort, box grown in Washington, each with its own
and ship Washington Apples nearly all 12 appeal. With flavors ranging from mild to
months of the year. The majority of apple super-sweet, and textures ranging from light
production occurs east of the Cascade and crisp to firm and crunchy, there’s a
Mountains in the central areas of the state. Washington Apple to suit every taste and
During 1997-2001 Washington's apple any recipe! Harvest of Washington apples
production averaged about 123 million begins each year in August and continues
bushels per year.4 until early November. Washington’s annual
harvest yields more than 100 million boxes
of apples, each weighing about 40 pounds.
There are five main growing regions, east of
the Cascades.5
Which detail is only in article 2? (Read the answer choices to the student.)
A. Many varieties of apples are grown in Washington State.
B. There are 2,500 known varieties of apples grown in the United States.
C. Most apples are produced and grown east of the Cascade Mountains.

4
Washington Apples from State Symbols USA
5
Apple Varieties from the Washington Apple Commission
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Item 1: B, There are 2,500 known varieties of apples grown in the United States.
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Knowledge and Ideas
ACCESS POINT (Less Complex) RI.7.9.L. Student will identify one detail common to two
texts presented on the same and familiar topic.
PERFORMANCE TASK
Requirements:
Restrictions: None
Example Items
Item 1:
Teacher Directions: Follow along as I read two articles about George Washington to you. As I
read, think about which detail is the same in the two articles. (Read the articles, with
accompanying visuals, to the student.)
Article 1: George Washington6 Article 2: President Washington7

George Washington was the first president of George Washington was born in Virginia.
the United States.
He served in the army.
He was elected president two times.
George Washington was the first president
George Washington never lived in of the United States.
Washington, DC.
Highlight the same detail in both articles. (Provide a highlighter to the student.)

Item 1: George Washington was the first president of the United States.
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Adapted from Ten Facts About Washington’s Presidency from George Washington’s Mount Vernon
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Adapted from Biography: President George Washington from Ducksters
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Strand: Writing
Sub-strand: Production and Distribution of Writing
Learning Standard
Complex
W.7.5 With some EE.W.7.5 With Student will plan Student will use a Student will use a
guidance and support from guidance and support before writing and graphic organizer to graphic organizer to
peers and adults, develop from adults and peers, revise own writing plan before writing prepare for writing.
and strengthen writing as plan before writing with a focus on and to write a draft.
needed by planning, and revise own purpose.
revising, editing, rewriting, writing.
or trying a new approach,
focusing on how well
purpose and audience
have been addressed.
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W.7.5 Writing-Production and Distribution of Writing Grade 7
ACCESS POINT (More Complex) W.7.5.M. Student will plan before writing and revise own
writing with a focus on purpose.
PERFORMANCE TASK
Requirements:
 The five items must relate to one topic.
 Drafts should be a minimum of three sentences.
Restrictions: None
Note to Teacher: The topic may be given or self-selected by the

student. The More task is distinguished from the Intermediate task in
that the student must make a revision to their draft.
Example Items
Teacher Directions: You are going to write a letter to the principal asking for permission for
your class to have a dance. The money from the dance will be used for a class field trip. First,
think of some reasons why the principal should give permission for the dance.
Item 1:
Use an organizer to write your ideas. (Present a persuasive letter organizer or other organizer
the student is familiar with, with a writing process familiar to the student. Prepare a word bank if
one is not available with word cards appropriate for the task as well as words that are not
appropriate.)
Item 2:
Check to make sure all sections of your organizer are complete.
Item 3:
Now you are ready to write your draft letter. (Provide the student with appropriate tools with
which to write the letter.)
Item 4:
Does your draft include at least one reason or argument?
Item 5:
Next you are going to revise your letter. You are going to make sure you are staying on topic.
(Use the familiar classroom process for revising.)
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Item 1: Correct if student uses an organizer
Item 2: Correct if student completes organizer
Item 3: Correct if student completes a draft
Item 4: Correct if draft contains at least one reason or argument
Item 5: Correct if student makes one revision to focus on purpose
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ACCESS POINT (Intermediate Complex) W.7.5.I. Student will use a graphic organizer to
plan before writing and to write a draft.
PERFORMANCE TASK
Requirements:
 The topic must have five “ideas.”
 Only one graphic organizer is required for this task.
Restrictions: None
Example Items
Teacher Directions: You are going to write a report about baseball. Before you begin writing
you need to plan what you are going to write. (Present a simple Venn diagram or other
graphic organizer familiar to the student. Use text(s) (or topics) that the student is familiar
with. Prepare a word bank with word cards appropriate for the type of graphic organizer and
the draft. There should be more word/pictures in the bank to fill in the sentences and the
graphic organizer than are needed so the student makes decisions.)
Here are some ideas to get started:
Item 1:
Teacher Directions: Think about baseball equipment. Make a list using the organizer.
Item 2
Teacher Directions: Now think about how baseball is played. Make a simple list using the
organizer.
Item 3:
Teacher Directions: Think about how a baseball game is won or lost. Make a simple list
using the organizer.
Item 4:
Teacher Directions: Let’s read what is on your organizer. (Read organizer back to the
student.) You are going to create a draft about baseball. Choose at least five ideas from your
organizer to include. (Have student highlight or select a minimum of five ideas from
organizer.)
Item 5:
Teacher Directions: Write your draft.

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Item 1: Correct if student makes a list about baseball equipment on organizer.
Item 2: Correct if student makes a list about baseball how baseball is played on
organizer.
Item 3: Correct if student makes a list about baseball is won or lost on organizer.
Item 4: Correct if student chooses at least five ideas from organizer
Item 5: Correct if student creates a draft using five ideas selected from the organizer.
Resources for Graphic Organizers:

Graphic Organizers from Teacher Vision
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ACCESS POINT (Less Complex) W.7.5.L. Student will use a graphic organizer to
prepare for writing.
PERFORMANCE TASK
Requirements:
 Only one graphic organizer is required for this task.
Restrictions: None
Example Items
Teacher Directions: You are going to write about your school. First you need to organize
your ideas about your school. Use this organizer. (Present a graphic organizer suitable for
the task and familiar to the student with a place for five different ideas. Include leading
questions in the organizer.)
Items 1–5:
Teacher Directions: Here are some sentences (Teacher should pre-generate 8 sentences
with at least five that relate to your school. The remaining sentences should be unrelated.)
Select the pieces of information that are about your school. (Read sentences to the student.)

Item 1–5: Each item is correct if the selected sentence is appropriate to the topic and the
student includes on the organizer.
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Strand: Speaking and Listening
Sub-strand: Comprehension and Collaboration
Learning Standard
Complex
SL.7.3 Delineate a EE.SL.7.3 Determine Student will Student will Student will select a
speaker’s argument and whether the claims determine whether distinguish between claim made by a
specific claims, evaluating made by a speaker the evidence facts and opinions presenter.
the soundness of the are fact or opinion. provided by a by a presenter.
reasoning and the presenter is based
relevance and sufficiency on fact or opinion.
of the evidence.
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SL.7.3 Speaking and Listening-Comprehension and Grade 7
Collaboration
ACCESS POINT (More Complex) SL.7.3.M. Student will determine whether the evidence
provided by a presenter is based on fact or opinion.
PERFORMANCE TASK
Requirements:
 The five items can relate to one topic or to multiple topics.
Restrictions:
 Do not show the text to the student.
Note to Teacher: This task requires the student to evaluate the

evidence provided by the presenter. The teacher should clearly
state the evidence for the student.
Example Items
Item 1:
Teacher Directions: I am going to read a speech about school uniforms. As I read, think about
whether the evidence from the speech is based on fact or opinion. (Read the speech to the
student.)
There are schools that require their students to wear uniforms. A newspaper article said
that almost one in five public schools in the United States required school uniforms in
2010. Our school should have students wear uniforms too.8
In the speech I just read, the evidence provided says, “A newspaper article said that
almost one in five public school in the United State required school uniforms in 2010.” Is the
evidence in the speech based on fact or opinion?

Item 1: Fact
8
Adapted from What to wear? Schools increasingly making that decision from USA Today
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Collaboration
ACCESS POINT (Intermediate Complex) W.7.3.I. Student will distinguish between facts
and opinions by a presenter.
PERFORMANCE TASK
Requirements:
Restrictions:
Example Items
Item 1:
Teacher Directions: I am going to read a speech that makes a claim. As I read, listen for an
opinion. (Read the speech, with accompanying visual as necessary, to the student.)
Soda pop should not be sold in schools. Soda pop is not good for people. Drinking soda pop
can cause health problems.
What is an opinion from the speech I just read?
Item 2:
Teacher Directions: I am going to read a speech. As I read, listen for a fact. (Read the speech
to the student.)
Washington State is the best state in the United States. The people in Washington State are
very friendly. There are over 140 parks in Washington State.
Which sentence from the speech is a fact? (Read the answer choices to the student.)
A. Washington State is the best state in the United States.
B. The people in Washington State are very friendly.
C. There are over 140 parks in Washington State.

Item 1: Soda pop should not be sold in schools OR Soda pop is not good for people.
Item 2: There are over 140 parks in Washington State.
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Collaboration
ACCESS POINT (Less Complex) SL.7.3.L. Student will select a claim made by a presenter.
PERFORMANCE TASK
Requirements:
Restrictions:
Example Items
Item 1:
Teacher Directions: I am going to read some sentences that make a claim. As I read, think
about what claim I am making. (Read the speech, with accompanying visuals, to the
student.)
Often students complain that school lunches need to be improved. Students want more variety
in the lunch menu. They also want the food to be tasty and good for them.
What is a claim from the sentences I just read? (Read the answer choices to the student.)
A. School lunches need to be improved.
B. The food should to be tasty.

Item 1: A, School lunches need to be improved.
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Strand: Language
Sub-strand: Vocabulary Acquisition and Use
Learning Standard
More Complex        Intermediate         Less Complex
L.7.5 Demonstrate EE.L.7.5 Demonstrate Student will Student will identify Student will identify
understanding of figurative understanding of word demonstrate the correct word common synonym
language, word relationships, relationships and use. understanding of (from commonly and antonym pairs.
and nuances in word common figures of confused words) to
meanings.
a. Identify the literal speech or words with use in context.
a. Interpret figures of speech and nonliteral connotative
(e.g., literary, biblical, and meanings of words in meanings in context.
mythological allusions) in context.
context.
b. Demonstrate
b. Use the relationship understanding of
between particular words synonyms and
(e.g., synonym/antonym, antonyms.
analogy) to better understand
each of the words.
c. Not applicable
c. Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., refined,
respectful, polite, diplomatic,
condescending).
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L.7.5 Language-Vocabulary Acquisition and Use Grade 7
ACCESS POINT (More Complex) L.7.5.M. Student will demonstrate understanding of

common figures of speech or words with connotative meanings in context.
PERFORMANCE TASK
Requirements:
 The five items must be different:
o figures of speech in context
o connotative meanings in context
o or a combination of both
Restrictions: None
Note to Teacher: A common scoring violation is to have items

which ask the student for denotative (literal) meaning, instead
of the connotative (implied) meaning.
Example Items
Item 1 (figure of speech item):

Teacher Directions: Here is a story about a girl. (Read the story to the student.)
Liz studies hard for a math test. She knows she will do well. On the day of the test, Liz says,
“This test will be easy as pie!”
What does Liz mean when she says, “This test will be easy as pie”? (Read the answer choices
to the student.)
A. Math class is fun.
B. The test will be simple.
C. She studies hard.
Item 2 (connotative meaning):

Teacher Directions: I will read two sentences to you. The sentences will be different but have a
word that is the same but means different things. (Read the sentences to the student.)
Sentence 1: Jane was the star of the show.

Sentence 2: Bob saw a star in the sky.
Which sentence uses the word “star” to imply the best, or leader?

26
Item 1: B, The test will be simple.
Item 2: Sentence 1- Jane was the star of the show.
27
L.7.5 Language-Vocabulary Acquisition and Use Grade 7
ACCESS POINT (Intermediate Complex) L.7.5.I. Student will identify the correct word (from
commonly confused words) to use in context.
PERFORMANCE TASK
Requirements:
 The five items must include five commonly confused word pairs in a context.
Restrictions: None
Example Items
Item 1:
Teacher Directions: I will read some sentences. As I read, think about which word is missing.
(Present a sentence strip that contains the sentences “School was over. It was time to go home.
The teacher told the students to get _______ backpacks.)
School was over. It was time to go home. The teacher told the students to get _______
backpacks.
Which commonly confused word completes the sentence? (Point to and read the answer
choices to the student.)
A. their
B. there
C. them

Item 1: A, their
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L.7.5 Language-Conventions of Standard English Grade 7
ACCESS POINT (Less Complex) L.7.5.L. Student will identify common synonym AND
antonym pairs.
PERFORMANCE TASK
Requirements:
o one synonym pair
o one antonym pair
 Academic vocabulary must be used.
Restrictions: None
Example Items
Item 1 (antonym item):

Teacher Directions: I will read a word to you. Look at the word as I read it aloud. Think about
the meaning of the word. (Point to the word or put on a word card.)
big
Which word is the antonym, or has the opposite meaning, of big?
A. large
B. small
Item 2 (synonym item):

Teacher Directions: Look at the picture. It is a picture of a jacket. (Point to the picture of the
jacket.)
Which picture shows a synonym, or word that has a similar meaning, for jacket? (Point to the
answer choices,)
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Item 1: B, small
Item 2: Image of coat
30
Mathematics Grade 7
Domain: Geometry
Cluster: Solve real-life problems and mathematical problems involving angles, measure, surface area,
and volume
Washington K–12 Essential Element ACCESS POINTS Built on Three Levels of Complexity
Learning Standard
More Complex     Intermediate        Less
Complex
7. G.6. Solve real- EE.7.G.6. Determine Student will use Student will Student will use unit
world and the area of a counting to find the determine the area squares to
mathematical rectangle using the volume of a of a rectangle or a determine the area
problems involving formula for length × rectangular prism composite figure of a rectangle.
area, volume and width, and confirm made up of unit made up of
surface area of two- the result using tiling cubes with one rectangles drawn on
and three- or partitioning into dimension equal to a grid.
dimensional objects unit squares. 1.
composed of
triangles,
quadrilaterals,
polygons, cubes,
and right prisms.
31
7.G.6 Geometry- Solve real-life and mathematical problems involving Grade 7
angle measure, area, surface area, and volume
ACCESS POINT (More Complex) 7.G.6.M. Student will use counting to find the volume of a
rectangular prism made up of unit cubes with one dimension equal to 1.
PERFORMANCE TASK
Requirements:
 At most, two items can have the same dimensions but must be oriented differently (e.g.,
one item that is 2 x 3 x 1 and one item that is 1 x 3 x 2).
 Only one dimension of a prism can be equal to 1.
Restrictions: None
Note to Teacher: The objects used for this task must have at
least two or more dimensions with values greater than 1. Items
with two or more dimensions equal to 1 will be marked “Not
Scorable.”
Example Items
Items 1
Teacher Directions: This is a rectangular prism made of small unit cubes. Each cube is 1 cubic
unit. (Point to the rectangular prism.)
What is the volume of the prism? (Read the answer choices to the student.)
A. 3 cubic units
B. 6 cubic units
C. 9 cubic units
Item 2:
Teacher Directions: Which shows a rectangular prism with a volume of four cubic units? (Point
to the answer choices.)
A.
32
B.
C.

Item 1: B, 6 cubic units
Item 2: B, four cubic units
33
ACCESS POINT (Intermediate Complex) 7.G.6.I. Student will determine the area of a
rectangle or a composite figure made up of rectangles drawn on a grid.
PERFORMANCE TASK
Requirements:
 The five items must each have a different area.
 Task must include five items that address:
o area of a rectangle
o area of a composite figure
 Both dimensions of a rectangle must be greater than 1.
Restrictions: None
Note to Teacher: The shapes used for this task must have both
dimensions greater than 1. Items with a dimension equal to 1
will be marked “Not Scorable.”
Example Items
Item 1 (area of rectangle item):

Teacher Directions: This rectangle has a length of three inches and a width of two inches.
(Point to the dimensions as each is read.)
What is the area, in square inches, of the rectangle? (Read the answer choices to the student.)
A. 5 square inches
B. 6 square inches
C. 10 square inches
Item 2 (area of composite on grid item):

Teacher Directions: This composite figure is covered with tiles. Each tile is 1 square unit.
(Point to the figure.)
34
What is the area, in square units, of the figure?

Item 1: B, 6 square inches
Item 2: twelve square units
35
ACCESS POINT (Less Complex) 7.G.6.L. Student will use unit squares to determine the
area of a rectangle.
PERFORMANCE TASK
Requirements:
 At most, two items can have the same dimensions but must be oriented differently
(e.g., one item that is 2 x 3 and one item that is 3 x 2).
 Both dimensions of a rectangle must be greater than 1.
Restrictions: None
Note to Teacher: The shapes used for this task must have both
dimensions greater than 1. Items with a dimension equal to 1
will be marked “Not Scorable.”
Example Items
Item 1:
Teacher Direction: This is a rectangle made up of unit squares. Each square is 1 square unit.
(Point to the rectangle.)
What is the area of the rectangle? (Read the answer choices to the student.)
A. 4 square units
B. 8 square units
C. 10 square units
Item 2:
Teacher Directions: This is a rectangle. (Point to the rectangle.)
36
Here are some tiles. (Place ten 1-inch tiles on the work surface.) Each tile is 1 square unit. Use
the tiles to cover the rectangle to find the area of the rectangle. What is the area, in square
units, of the rectangle?

Item 1: B, 8 square units
Item 2: 6 square units
37
Mathematics Grade 7
Domain: Expressions and Equations
Cluster: Solve real-life problems and mathematical problems using numerical and algebraic expressions
and equations
Learning Standard
Complex
7. EE.4. Use EE.7.EE.4. Use the Student will solve Student will solve Student will solve
variables to concept of equality one-step algebraic one-step algebraic numeric equations
represent quantities with models to solve equations involving equations involving involving addition
in a real-world or one-step addition addition or addition or and subtraction
mathematical and subtraction subtraction (where subtraction using using models.
problem, and equations. the variable does models (where the
construct simple not represent the variable does not
equations and sum or difference). represent the sum or
inequalities to solve difference).
problems by
reasoning about the
quantities.
38
7.EE.4 Expressions and Equations- Solve real-life and Grade 7
mathematical problems using numerical and algebraic
expressions and equations
ACCESS POINT (More Complex) 7.EE.4.M. Student will solve one-step algebraic equations
involving addition or subtraction (where the variable does not represent the sum or
difference).
PERFORMANCE TASK
Requirements:
 The five items must include five different equations.
 Task must include five:
o addition equations
o subtraction equations
Restrictions: None
Note to Teacher: The More task is distinguished from the

Intermediate task in that the student IS NOT provided a model
to use for solving.
Example Items
Item 1:
Teacher Directions: This is an equation. (Point to and read the equation to the student.)
3+n=5
What is the value of n? (Read the answer choices to the student.)
A. 1
B. 2
C. 3
Item 2:
5–n=2
What is the value of n?
Item 3:
39
x–1=2
: What is the value of x?

Item 1: B, 2
Item 2: 3
Item 3: 3
40
ACCESS POINT (Intermediate Complex) 7.EE.4.I. Student will solve one-step algebraic
equations involving addition or subtraction using models (where the variable does not
represent the sum or difference).
PERFORMANCE TASK
Requirements:
 The five items must include five different equations.
o addition equations
o subtraction equations
Restrictions: None
Example Items
Item 1:
Teacher Directions: This is an equation. (Point to and read the equation.)
5–n=2

A. 2
B. 3
C. 4
Item 2:
3+n=5
What is the value of n?

Item 1: B, 3
41
Item 2: 2
42
ACCESS POINT (Less Complex) 7.EE.4.L. Student will solve numeric equations involving
addition and subtraction using models.
PERFORMANCE TASK
Requirements:
 The five items must include five different equations
o one addition equation
o one subtraction equation
 In a multiple-choice item, a minimum of two answer choices must be provided
Restrictions: None
Example Items
Item 1 (addition item):
3+5=n

A. 6
B. 7
C. 8
Item 2 (subtraction item):

5–2=n
Teacher direction: What is the value of n?

Item 1: C, 8
Item 2: 3
43
Mathematics Grade 7
Domain: The Number System
Cluster: Apply and extend previous understandings of operations with fractions to add, subtract,
multiply, and divide rational numbers
Learning Standard
Complex
7. NS.2. Apply and EE.7.NS.2.a. Solve Student will solve Student will solve Student will identify
extend previous multiplication multiplication or multiplicative a model that
understandings of problems with division problems comparison word represents a real-
multiplication and products to 100. (with a product to problems involving world multiplication
division and of EE.7.NS.2.b. Solve 100 or a divisor up 2, 5, and 10. problem.
fractions to multiply division problems to 10 without
and divide rational with divisors up to remainders).
numbers. five and also with a
divisor of 10 without
remainders.
44
7.NS.2 The Number System- Apply and extend previous Grade 7
understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers
ACCESS POINT (More Complex) 7.NS.2.M. Student will solve multiplication or division
problems (with a product to 100 or a divisor up to 10 without remainders).
PERFORMANCE TASK
Requirements:
 The five items must include five different answers.
 The five items may all involve:
o multiplication
o division
o or involve a combination of both
 Only one item may include 1 as a factor or a divisor.
Restrictions:
 The student may not use a calculator if the item does not provide context.
Note to Teacher: Each item must result in a different product or

quotient .
Example Items
Item 1 (calculator allowed item):
Teacher Directions: There are 24 students in Ms. Benson’s classroom. She divides the
students into 6 groups. Each group has the same number of students. How many students
are in each group? (Read the answer choices to the student.)
A. 3 students
B. 4 students
C. 5 students
Item 2 (calculator allowed item):

Teacher Directions: Sarah planted 6 rows of flowers. She planted 8 flowers in each row.
How many total flowers did she plant?
Item 3 (calculator not allowed item):

What is 8 x 5?
Item 4 (calculator not allowed item):

What is 36 ÷ 4?
45
Item 1: B, 4 students
Item 2: 48 flowers
Item 3: 40
Item 4: 9
46
7.NS.2 The Number System- Apply and extend previous understandings of Grade 7
operations with fractions to add, subtract, multiply, and divide rational
numbers
ACCESS POINT (Intermediate Complex) 7.NS.2.I. Student will solve multiplicative
comparison word problems involving 2, 5, and 10.
PERFORMANCE TASK
Requirements:
 The five items must include five different products.
 Only one item may have one of the factors equal to 1.
o one item multiplying by 2
Restrictions: None
Note to Teacher: The set of item must demonstrate eachof the

following: multiplying by 2. 5, AND 10. Failure to meet this
requirement will cause one or more items to be marked “Not
Scorable.”
Example Items
Item 1 (multiply by 2 item):
Teacher Directions: Amelia has 4 tennis balls. (Point to the tennis balls.)
Jackson has 2 times as many tennis balls as Amelia. How many tennis balls does Jackson
have? (Read the answer choices to the student.)
A. 6 tennis balls
B. 8 tennis balls
C. 10 tennis balls

Teacher Directions: Macy has 5 pennies. Sean has five times as many pennies. How many
pennies does Sean have?

Jay’s toy box holds five toys. Hannah’s toy box holds ten times as many toys. How many toys
can Hannah’s toy box hold?
47
Item 1: B, 8 tennis balls
Item 2: 25 pennies
Item 3: 50 toys
48
7.NS.2 The Number System- Apply and extend previous Grade 7
understandings of operations with fractions to add,
subtract, multiply, and divide rational numbers
ACCESS POINT (Less Complex) 7.NS.2.L. Student will identify a model that represents a
real-world multiplication problem.
PERFORMANCE TASK
Requirements:
 The five items must include five different products.
 Only one item may have one of the factors equal to 1.
 The correct answer must be displayed as an array.
 Each item must be a multiple-choice item.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Shanna has 1 bottle of glue. (Point to the bottle of glue.)
Kinsey has 5 times as many bottles of glue as Shanna. Which picture shows Kinsey’s
bottles of glue? (Point to, but do not quantify, the answer choices for the student.)
A.
B.
Example 2:
Teacher Directions: Here are five pennies. (Point to the pennies.)
Which shows two rows of five pennies? (Point to, but do not quantify, the answer
choices for the student.)
49
A.
B.

Item 1: B, five glue bottles
Item 2: B, 10 pennies
50
Mathematics Grade 7
Domain: Ratios and Proportional Relationships
Cluster: Analyze proportional relationships and use them to solve real-world and mathematical problems
Learning Standard
Complex
7. RP.2. Recognize EE.7.RP.1–3. Use a Student will identify Student will identify Student will identify
and represent ratio to model or an equivalent ratio in a simple ratio of a a 1:2 ratio of a
proportional describe a a model or a real- given, modeled given, modeled
relationships relationship. world situation. ratio. ratio.
between quantities.
51
7.RP.2 Ratio and Proportional Relationships- Analyze Grade 7
proportional relationships and use them to solve real-
world and mathematical problems
ACCESS POINT (More Complex) 7.RP.2.M. Student will identify an equivalent ratio in a
model or a real-world situation.
PERFORMANCE TASK
Requirements:
 The five items must each model a different ratio.
 Task must include five items that are based on:
o a model
o a real-world situation
 At most, three items may include the number 1 in the ratio.
 Given ratios must be part to part.
Restrictions: None
Example Items
Item 1:
Teacher Directions: This picture shows a ratio of four crayons to one bottle of glue.
(Point to the crayons and bottle of glue.)
Which picture shows an equivalent ratio? (Point to the answer choices.)
A.
B.
C.
Item 2:
Teacher Directions: Janice needs two stamps for every envelope. Which picture also
shows a ratio of two stamps to one envelope? (Point to the answer choices.)
52
A.
B.
C.

Item 1: B, four squares and one circle
Item 2: B, four stamps and two envelopes
53
ACCESS POINT (Intermediate Complex) 7.RP.2.I. Student will identify a simple ratio of a
given, modeled ratio.
PERFORMANCE TASK
Requirements:
 The five items must each model a different ratio.
 Ratios must have both numbers greater than or equal to 2.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Here are the coins in Casey’s pocket. (Point to the coins.)
What is the ratio of pennies to quarters? (Read the answer choices to the student.)
A. 1 to 2
B. 3 to 1
C. 3 to 2

Item 1: C, 3 to 2
54
ACCESS POINT (Less Complex) 7.RP.2.L. Student will identify a 1:2 ratio of a given,
modeled ratio.
PERFORMANCE TASK
Requirements:
 The five items must each include a different model.
 Items may include 1 to 2 ratios and 2 to 1 ratios.
Restrictions: None
Example Items
Item 1:
Teacher Directions: This picture shows two notebooks and one pencil. (Point to the notebooks
and pencil.)
What is the ratio of notebooks to pencils? (Read the answer choices to the student.)
A. 2 to 1
B. 2 to 3

Item 1: A, 2 to 1
55
Mathematics Grade 7
Domain: Statistics and Probability
Cluster: Investigate chance processes and develop, use, and evaluate probability models
Learning Standard
Complex
7. SP.5. Understand EE.7.SP.5–7. Student will Student will identify Student will identify
that the probability Describe the determine whether situations that events that are
of a chance event is probability of events an event is represent equally impossible or
a number between 0 of occurring as impossible, unlikely, likely events. certain.
and 1 that possible or likely, and certain.
expresses the impossible.
likelihood of the
event occurring.
Larger numbers
indicate greater
likelihood. A
probability near 0
indicates an unlikely
event, a probability
around 1/2 indicates
an event that is
neither unlikely nor
likely, and a
probability near 1
indicates a likely
event.
56
7.SP.5 Statistics and Probability- Investigate chance Grade 7
processes and develop, use, and evaluate probability
models
ACCESS POINT (More Complex) 7.SP.5.M. Student will determine whether and event is
impossible, unlikely, likely, and certain.
PERFORMANCE TASK
Requirements:
 The five items must include five different probability situations.
o one item with an impossible event
o one item with an unlikely event
o one item with a likely event
o one item with a certain event
Restrictions: None
Example Items
Item 1:
Teacher Directions: Alberto will spin the arrow on this spinner one time. (Point to the spinner.)
What is the probability of the arrow landing on yellow? (Read the answer choices to the
student.)
A. impossible
B. unlikely
C. certain
Item 2:
Teacher Directions: A bag of marbles contains ten red marbles and two blue marbles.
Lynn will choose one marble from the bag without looking. What is the probability that
Lynn will choose a red marble? (Read the answer choices to the student.)
A. unlikely
B. likely
C. certain
57
Item 3:
Teacher Directions: Today is Monday. What is the probability tomorrow will be Tuesday?
A. certain
B. impossible
C. unlikely
Item 4:
Teacher Directions: Mr. Smith puts 10 buttons in a bag. There are 6 green buttons, three blue
buttons, and 1 yellow button. Mr. Smith reaches in and pulls one button. What is the probability
the button will be red?

Item 1: B, unlikely
Item 2: B, likely
Item 3: A, certain
Item 4: impossible
58
models
ACCESS POINT (Intermediate Complex) 7.SP.5.I. Student will identify situations that
represent equally likely events.
PERFORMANCE TASK
Requirements:
 The five items must include five different probability situations.
Restrictions: None
Example Items
Item 1:
Teacher Directions: Beverly will spin the arrow on a spinner one time. Which spinner has
an equally likely chance of the arrow landing on yellow as the arrow landing on blue?
(Point to the answer choices.)
A.
B.
C.
Item 2:
Teacher Directions: Kent will choose a marble from a bag. For which bag does Kent
have an equal chance of choosing a blue marble as choosing a red marble? (Read the
answer choices to the student.)
A. Bag 1: Contains 5 blue marbles and 1 red marble
B. Bag 2: Contains 2 blue marbles and 4 red marbles
C. Bag 3: Contains 3 blue marbles and 3 red marbles

Item 1: C
Item 2: C, Bag 3

59
models
ACCESS POINT (Less Complex) 7.SP.5.L. Student will identify events that are
impossible or certain.
PERFORMANCE TASK
Requirements:
o impossible events
o certain events
Restrictions: None
Example Items
Item 1:
Teacher Directions: Paul will roll this number cube one time. (Point to the number cube.)
The numbers 1, 2, 3, 4, 5, and 6 are on the cube. Which number would be impossible for
Paul to roll? (Read the answer choices to the student.)
A. 2
B. 25
Item 2:
Teacher Directions: Kalen will spin the arrow on this spinner one time. (Point to the spinner.)
Which event is certain to happen? (Read the answer choices to the student.)
A. The arrow will land on a number.
B. The arrow will land on a letter.
Item 3:
Teacher Directions: On which spinner would it be impossible for the arrow to land on yellow?
(Point to each spinner.)
60
A.
B.

Item 1: B, 25
Item 2: A, the arrow will land on a number
Item 3: B, spinner with no yellow
61
Glossary of Terms
Antonym: A word opposite in meaning to another.
Example: Cold is the antonym of hot.
Certain Event: An event that is certain to occur. It has a probability of 1.
Example: Today is Monday so tomorrow will be Tuesday.
Composite figure: A figure created using two or more figures.
Example: This composite figure is made of two different rectangles.
Connotative meaning: A meaning that is implied by a word apart from the thing which it
describes explicitly.
Example: The man in front of me at the coffee store was very pushy. (Pushy refers to someone
loud-mouthed and irritating.)
Denotative meaning: The literal meaning or definition of the word.
Example: I left my shoes at home. (Home refers to the place where ones lives, a residence.)
Difference: In a subtraction equation, the answer or value following the equal sign.
Divisor: The number by which another number is being divided.
62
Figure of Speech: A form of expression (as a simile or metaphor) used to convey meaning or
heighten effect often by comparing or identifying one thing with another that has a meaning or
connotation familiar to the reader or listener.
Impossible Event: An event that has no chance of occurring. The probability is always zero.
Example: A bag has three green balls and two red balls in it. Choosing a yellow ball from the
bag is impossible.
Informational Text: Informational text is non-fiction and is organized by topic with supporting
details and is often further organized with headings, graphics and captions.
Examples: exposition, argument and functional text in the form of personal essays, speeches,
opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical,
scientific, technical or economic accounts (including digital sources)
Likely Event: An event that will most likely happen.
Example: You will sleep in the next 24 hours.
Literary Text: Literary Text includes stories, dramas and poetry.
Examples: adventure stories, historical fiction, mysteries, myths, science fiction, realistic
fiction, allegories, parodies, satire, graphic novels, one-act and multi-act plays, narrative
poems, lyrical poems, free verse poems, sonnets, odes, ballads and epics.
Product: In multiplication it is the answer or amount derived after performing the operation.
Quotient: In a division it is the answer or amount derived after performing the operation.
Sum: In an addition equation, the answer or the amount derived after performing the
operation.
Synonym: A word or phrase that means exactly or nearly the same as another word or
phrase.
Example: Large is a synonym of big.
Unlikely Event: An event that may not happen.
Example: Your hair will grow five inches overnight.
Variable: A missing number in an equation represented by a letter.
63

WAAIM Grade 7 Performance Tasks 2019-2020

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WAAIM Grade 7 Performance Tasks 2019-2020

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Grade 7 Performance Tasks

Item 1 (contrast item):

Item 2 (compare item):

Answer Key (for teacher use only):

Answer Key (for teacher use only)

Money for the Special Olympics

Money for the Special Olympics

Answer Key (for teacher use only)

Labs, Labs, LABS!!

Item 2 (contrast item):

Answer Key (for teacher use only)

Article 1-Washington Apples Article 2-Apple Varieties

Answer Key (for teacher use only)

Article 1: George Washington6 Article 2: President Washington7

Answer Key (for teacher use only)

Note to Teacher: The topic may be given or self-selected by the

Here are some ideas to get started:

Answer Key (for teacher use only)

Resources for Graphic Organizers:

Answer Key (for teacher use only)

Note to Teacher: This task requires the student to evaluate the

Answer Key (for teacher use only)

What is an opinion from the speech I just read?

Answer Key (for teacher use only)

Answer Key (for teacher use only)

ACCESS POINT (More Complex) L.7.5.M. Student will demonstrate understanding of

Note to Teacher: A common scoring violation is to have items

Item 1 (figure of speech item):

Item 2 (connotative meaning):

Sentence 1: Jane was the star of the show.

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Item 1 (antonym item):

Item 2 (synonym item):

Answer Key (for teacher use only)

Item 1 (area of rectangle item):

Item 2 (area of composite on grid item):

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Note to Teacher: The More task is distinguished from the

Answer Key (for teacher use only)

What is the value of n? (Read the answer choices to the student.)

What is the value of n?

Answer Key (for teacher use only)

What is the value of n? (Read the answer choices to the student.)

Item 2 (subtraction item):

Teacher direction: What is the value of n?

Note to Teacher: Each item must result in a different product or

Item 2 (calculator allowed item):

Item 3 (calculator not allowed item):

Item 4 (calculator not allowed item):

Note to Teacher: The set of item must demonstrate eachof the

Item 2 (multiply by 5 item):

Item 3 (multiply by 10 item):

Answer Key (for teacher use only)

Which picture shows an equivalent ratio? (Point to the answer choices.)

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Answer Key (for teacher use only)

Answer Key (for teacher use only)

7.SP.5 Statistics and Probability- Investigate chance Grade 7