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2007 Grades 3-8 Mathematics Q and A
Grade 6 Mathematics Test 2007 Scoring Guide Part 1 (6MA-SG1)
There is a misprint in the Grade 6 Mathematics Test 2007 Scoring Guide Part 1 (6MA-SG1). A corrected Page 43 for the guide has been provided for you at the end of this document. Please print out copies of this corrected page and insert them as replacements in the Grade 6 Scoring Guides.
DVD corrections and clarifications
Global – The clarification regarding Pi appears on the Grade 4 DVD when it should appear on the Grade 7 and Grade 8 DVDs.
Grade 4 – Within the DVD menu, the Practice Set for Item 42 and the Guide Papers for Item 43 are both located under the DVD menu option for the Item 43 Guide Papers. Grade 4 – In Item 48 - Guide Paper 5, labels are missing, not the title.
Grade 6 – In Item 34 - Guide Paper 4, the incorrect answer is a result of a flawed conversion from decimal to percent, not a flawed division calculation.
Grade 8 - Item 45 - Practice 89 is a Score Point 0.
Scoring Policy # 14 clarification
Q – In 4th Grade - Item 33 - Guide Paper 2, the full credit paper does not include the final step, which seems to conflict with Scoring Policy Number # 14. Is this an exception to the rule? If it is an exception to the rule, are there other exceptions in this grade as well as other grades?
A – Yes, this is an exception to the normal rule. Exceptions were made for the simplest mathematical procedures. Other examples of work that does not need to be shown as the final step across the grades are listed below:
– A simple subtraction procedure resulting in an answer of 10 or less, involving whole numbers only
– A simple addition procedure involving whole numbers only in which a value of 10 or less is added to an existing value
– Finding the absolute value of a number
– Converting a decimal value to a percent
Grade 3
Item # 30
Q3-30-1: A student may realize that there is a vertical relationship within the data table. Is finding a vertical relationship acceptable for credit?
A3-30-1: No. In all grades, a student must define a rule as a horizontal relationship.
Item # 31
Q3-31-1: If the response shows only 2 bars of correctly graphed data along with an incorrect Part A answer and no label, can the student still receive some credit?
A3-31-1: Yes. If a response contains 2 bars of correctly graphed data, even with an incorrect Part A answer and no label, it will receive a SP 1.
Q3-31-2: If the student misaligns the data by graphing the bars all the way to the left or right side of the graph, yet all data is graphed correctly, what score will the student receive?
A3-31-2: If the student does not have a correct Part A answer or a correct label, he or she can receive only a SP 1 with the correctly graphed bars misaligned to the far right or far left. However, with some other correct work, the student can receive a SP 2. With misaligned bars to the far right or far left, the response will not receive full credit.
Grade 4
Item #33
Q4-33-1: Is the answer of R2 on the answer line acceptable for full credit?
A4-33-1: Yes. R2 is acceptable, as the R is considered a label.
Item #44
Q4-44-1: Do students need to demonstrate their final step, 24 + 10 = 34, for full credit? How does Scoring Policy 14 apply?
A4-44-1: The final or bridging step can be omitted if a whole number of ten or less is being added to an existing whole number. See the Clarification of Scoring Policy #14 at the beginning of the Q & A document.
Item # 48
Q4-48-1: What is the score given if the response contains only 2 bars of correctly graphed data along with a consistent scale and all other work correct?
A4-48-1: The score point awarded would be a SP 2, but all other work must be correct. Otherwise, the response would receive a SP 1.
Q4-48-2: What is the score given if the response contains only 1 bar of correctly graphed data along with a consistent scale and all other work correct?
A4-48-2: The score point awarded would be a SP 1, but all other work must be correct. Otherwise, the response would receive a SP 0.
Grade 5
Q5-27-1: If the student draws a line measuring 8 cm in Part B, but the line is mislabeled to match an incorrect Part A answer (stating that the line is 9 cm to match up with an incorrect answer of 6 cm in Part A), will the student receive any credit?
A5-27-1: Yes. If the student draws a line of 8 cm in Part B, he or she will receive partial credit, regardless of a labeling based on an incorrect Part A answer.
Q5-28-1: Is setting up the problem, 119 x 23, sufficient for credit without showing any multiplication?
A5-28-1: No. Some correct multiplication must be performed in order to demonstrate a partial understanding of the task.
Q5-34-1: Practice Set 40 accepts a “regular” triangle in Part B. Should we assume that other triangle choices are acceptable?
A5-34-1: Yes. Other triangle choices such as regular, isosceles, and equiangular are acceptable.
Grade 6
Item #27
Q6-27-1: Would G-5 receive an SP 2 if the explanation stated only "I got my answer by add the two numbers"
A6-27-1: Yes. In most explanations, the student is required to reference specific numbers. However, in this case, there are only two numbers mentioned within the question, and those numbers are the correct two numbers to be added together. Therefore, all specifics are taken into account.
Item #30
Q6-30-1: Is only showing 2+2=4 in the “show your work” section sufficient for full credit?
A6-30-1: Yes, this work along with the correct answer of 4/7 is sufficient for full credit.
Item #31
Q6-31-1: What score point does a response receive if the only step missing is multiplication by 2 (e.g., 35-20=15 and 15Pi written on the answer line)?
A6-31-1: This response receives a SP 1. The absence of the 2 is a conceptual error.
Q6-31-2: Per scoring policy #14, must the final step of 70Pi-40Pi (the difference between the two paths) be shown in order to receive full credit?
A6-31-2: Yes, if this step is omitted, the response will receive only a SP 2.
Item #33
Q6-33-1: Would stating that “C was on 5 going in width and 0 going in length” be acceptable as an explanation?
A6-33-1: No.
Item #34
Q6-34-1: Is the correct set-up of the proportion sufficient for partial credit?
A6-34-1: Yes, the correct proportion set-up would receive a score point of 1.
Grade 7
Item #31
Q7-31-1: If the student writes -4 -13 = -17 in the work shown and then places 17 on the answer line without showing l-17l, does this receive full credit, even though the student does not show the final step of taking the absolute value?
A7-31-1: Yes. See Scoring Policy # 14 Clarification at the beginning of this document.
Q7-31-2: Are the labels of the 27th and 28th without including the month acceptable for full credit?
A7-31-2: Yes.
Item #33:
Q7-33-1: Would displaying 3.1416 as a value for Pi be acceptable for full credit?
A7-33-1: No, 3.1416 or any other rational value of Pi other than the full calculator display is not acceptable for full credit.
Q7-33-2: Will other procedures such as 88/25 be acceptable for full credit in Part B?
A7-33-2: Yes. See Guide Paper 1.
Item #34
Q7-34-1: If the student writes the simplified equation, 4r = 24, and then solves for r correctly, can s/he receive full credit?
A7-34-1: Yes. Starting with a simplified equation can be acceptable for full credit.
Q7-34-2: What if the student uses x instead of r?
A7-34-2: The use of an alternate variable is acceptable for full credit.
Item # 36
Q7-36-1: Can the student label each bar instead of using a key?
A7-36-1: No. The question asks the student to provide a key.
Grade 8
Item #29
Q8-29-1: Is (x+11, y+0) an acceptable explanation?
A8-29-1: Yes, this explanation along with a correct answer for Part A would receive full credit.
Item #30
Q8-30-1: What score would be awarded if the student set up the equation correctly with no other work?
A8-30-1: Writing the equation correctly demonstrates an understanding of perimeter. This response would receive a SP1.
Item #32
Q8-32-1: Should the data table value (-1,1) in the complete and correct be (-1,-1)?
A8-32-1: Yes.
Item #33
Q8-33-1: Although it is not specifically stated on the complete and correct response page, the second guide paper shows an equivalent inequality as being acceptable. Should we assume that any equivalent inequality is acceptable?
A8-33-1: Yes.
Item #39
Q8-39-1: If Practice Set 60 did not contain a calculation error, would it have received full credit?
A8-39-1: Yes. The number written above the equation in the diagram is enough to represent the set-up of the final procedure and bridge the work to the answer.
Grade 6 Mathematics Test 2007 Scoring Guide Part 1 (6MA-SG1)
Replacement Page 43
QUESTION 31
Strand 3: geometry
Complete and Correct Response:
·
Path B = 2
r
2 ×
×
35 = 70
Path A = 2r
2 ×
×
20 = 40
70
− 40
30
OR other valid process
AND
·
30 (feet)
Score Points:
Apply 3-point holistic rubric.