SAMPLE TEST Matemáticas - · PDF fileMathematics T/ Matemáticas T 2008-2010 Sample Test/ Examen de práctica 2008-2010 M1 Oregon Department of Education/Departamento de Educación

MatemáticasMATHEMATICS

2008-2010Calculation and Estimation

Measurement

Statistics and Probability

Algebraic Relationships

Geometry

Cálculos y Estimaciones

Medición

Estadística y Probabilidad

Relaciones Algebraicas

Geometría

Exámenes De PrácticaSAMPLE TEST

GRADO 3GRADE

Es la norma de la Junta Directiva Estatal de Educación y prioridad del Departamento de Educación del Estado de Oregon cerciorarse de que no exista discriminación ni hostigamiento por motivos de raza, color, género, estado civil, religión, nacionalidad de origen, edad o incapacidad, en ninguno de los programas, actividades o empleo del sector de educación. Las personas que tengan alguna pregunta respecto a la igualdad de oportunidades y de no-discriminación deben comunicarse con el Superintendente de Enseñanza Pública del Estado en el Departamento de Educación del Estado de Oregon. It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education.

Departamento de Evaluación y Servicios de Información Departamento de Educación del Estado de Oregon

Office of Assessment and Information Services

Oregon Department of Education 255 Capitol Street NE

Salem, Oregon 97310-0203 (503) 947-5600

Susan Castillo State Superintendent of Public Instruction

Ken Hermens Language Arts Assessment Specialist

Doug Kosty Assistant Superintendent

Leslie Phillips Science, and Social Sciences Assessment Specialist

Tony Alpert Director, Assessment and Evaluation

James Leigh Mathematics Assessment Specialist

Steve Slater Manager, Scoring, Psychometrics and Validity

Dianna Carrizales Extended Assessment Specialist

Kathleen Vanderwall Manager, Test Design and Administration

Sheila Somerville Electronic Publishing Specialist

Office of Assessment and Information Services i 2008 – 2010 Sample Tests Oregon Department of Education October 2006

INTRODUCTION TO MATHEMATICS KNOWLEDGE AND SKILLS

GRADE-LEVEL SAMPLE TESTS

BACKGROUND The Oregon Department of Education provides sample tests to demonstrate the content and types of questions students in grades 3, 4, 5, 6, 7, 8, and High School might encounter on the Oregon Assessment of Knowledge and Skills (multiple-choice), which is administered each year.

ELIGIBLE CONTENT These sample questions were taken from previous years’ tests. They were designed to measure each student’s knowledge of mathematics in each of the five content strands:

1. Calculations and Estimations: numbers; computation and estimation; operations and properties 2. Measurement: units and tools; and direct and indirect measurement 3. Statistics and Probability: statistics; probability; collect and display data; data analysis and predictions 4. Algebraic Relationships: patterns and functions; algebraic relationships; modeling; and change 5. Geometry: properties and relationships; modeling; coordinate geometry; and transformations and symmetry. As in the operational assessment, students are strongly encouraged to use the calculator with which they are most familiar when taking the sample test. The answer key provided at the end of the sample test booklet identifies which of these categories each question is designed to assess.

The same weighting across the five strands of mathematics content is used in both sample and operational tests. This chart shows the percent weighting of strands by grade level:

1 2 3 4 5 3 25 20 15 20 20 4 20 20 20 20 20 5 20 20 20 20 20 6 15 20 20 25 20 7 15 15 20 30 20 8 15 15 20 30 20

HS 10 10 20 35 25 WHY PROVIDE STUDENTS WITH A SAMPLE TEST? Most students feel some anxiety as they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they feel. It also is important that students feel comfortable with the test format and are familiar with test-taking strategies to help them achieve the best possible score. CONTENTS OF THE SAMPLE TEST: This overview of the purpose for sample tests is followed by a list of test-taking tips. The sample test formatting is the same as a paper/pencil operational mathematics test. A “fill-in-the-bubble” answer sheet for the students to practice with follows the actual sample test. The answer key identifies the correct answer, the score reporting category represented, and a conversion of number correct to approximate RIT scale score. The sample test has fewer items than the actual assessment, and may not be used in place of the operational assessment.

Office of Assessment and Information Services ii 2008 – 2010 Sample Tests Oregon Department of Education August 2008

USING THE SAMPLE TEST: Teachers often have their students take the test as a “practice” activity in preparation for the actual Statewide Assessment. In addition to the practice in reading and answering questions, some students may benefit from an opportunity to practice marking bubbles on a separate answer sheet. The answer key could be removed prior to making copies of the sample test for student practice. Copies of the answer key could then be provided to students to check their work or to take home and share with parents. It is important to remember that students are encouraged to use their calculators and any mathematics manipulatives on the test. Providing these tools in class and encouraging students to use them during the sample test may be very beneficial in encouraging students to take their time and use the appropriate tools to help them solve problems during the actual test administration. In fact, teachers may want to demonstrate how various tools could be used to solve the multiple-choice problems as part of the practice test activities. Teachers may use the overall class results to target areas of instruction needing further attention. Parents may find the sample test helpful in clarifying the types of questions their child will encounter on the multiple-choice test. Parents could also assist their child in preparing for the test by practicing at home. The list of test-taking tips gives parents suggestions on ways to reduce test anxiety and promote good study and health habits in preparation for testing.

Students may wish to use the test independently to practice before the actual test administration, checking their own responses against the answer key provided at the end of the booklet. Students may benefit from re-reading the problems and analyzing both the correct and incorrect answers to the multiple-choice questions they missed. Building principals, superintendents, district testing coordinators, curriculum leaders and others may find the sample test useful in communicating with parents, school site councils, and other community members. Parts of the sample test could be included in a newsletter or shared at meetings of local community groups to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the complete tests administered in the Statewide Assessment, they do provide a sampling of the subject area content and difficulty level students will encounter as a part of Oregon’s high academic standards. Assessment Conditions If the practice test is to be administered in “test-like” conditions, the following steps need to be followed: • post a “testing, do not disturb” sign on

the window or door of the classroom • go over any directions (e.g., students are

to complete the entire test or only a portion of the test at one sitting)

• expect the students to work by themselves with no talking during the assessment

• monitor student activities during the assessment

• provide any of the appropriate accommodations or modifications students use during instruction and might need during testing

• expect all students to participate

Office of Assessment and Information Services iii 2008 – 2010 Sample Tests Oregon Department of Education August 2008

TEST-TAKING TIPS BEFORE THE TEST • Develop a positive attitude. Tell

yourself, “I will do my best on this test.” • Get a good night’s sleep the night

before the test. • Get up early enough to avoid hurrying

to get ready for school. • Eat a good breakfast (and lunch, if

your test is in the afternoon). DURING THE TEST • Stay calm. • Listen carefully to directions. • Read each test question and all the

answer choices carefully. • Eliminate any obvious wrong

answers • Solve the problem using paper and

pencil, a calculator or by using manipulatives. See if your answer is similar to one of the choices given.

• Pace yourself. If you come to a difficult question, it may be better to skip it and go on. Then come back and focus on the difficult questions one at a time. However, going back is a strategy that can only be used when taking a paper/pencil test, not on OAKS Online

• Just like the Statewide Assessment, this is not a timed test. If you need more time to finish the test, notify your teacher.

• Remember the test questions are not arranged by difficulty. If you get to a question you think is too hard, that doesn’t mean the rest of the test questions will also be too hard.

• The teachers who write the test questions use “commonly made mistakes” to identify good distractors, so finding an answer like yours is not a guarantee that it is the correct answer.

• If you are not sure of an answer to a

question, try these tips: ◊ Get rid of the answers you know are

not correct and choose among the rest.

◊ Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have to choose from.

◊ If you get stuck on a question, skip it and come back later.

◊ It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions.

AFTER THE TEST • Before you turn your test in, check it

over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice.

• Make sure you have marked an answer for every question, even if you had to guess.

• Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks.

ADDITIONAL INFORMATION on mathematics assessment may be obtained by contacting James Leigh, Mathematics Assessment Specialist, email to: [email protected]

w

l

h

bA = lw A = bh A = bh

12

h

b

1 metro = 100 centímetros 1 gramo = 1000 miligramos 1 litro = 1000 centímetros cúbicos 1 kilómetro = 1000 metros 1 kilogramo = 1000 gramos

1 yarda = 3 pies 1 libra = 16 onzas 1 taza = 8 onzas líquidas 1 milla = 5.280 pies 1 tonelada = 2000 libras 1 pinta = 2 tazas 1 hora = 60 minutos 1 cuarto = 2 pintas 1 minuto = 60 segundos 1 galón = 4 cuartos

ÁR

EA

(A)

ME

DID

AS

Mathematics / Matemáticas

2008-2010 Sample Test/ Examen de práctica 2008-2010 M1 Oregon Department of Education/Departamento de Educación de Oregon

DIRECTIONS Read each of the questions below and then decide on the BEST answer.

INSTRUCCIONES Lea cada una de las siguientes preguntas y decida cuál es la MEJOR respuesta.

1

Mike wanted the biggest piece of pie. Which one of the shaded pieces should he choose?

A. A B. B C. C D. D

1

Mike quería el pedazo de pastel más grande. ¿Cuál de los pedazos sombreados debería elegir?

A. A B. B C. C D. D

2

Carla took a survey of her friends’ chores. How many of her friends have to clean their rooms?

A. 20 B. 18 C. 16 D. 14

2

Carla hizo una encuesta de las labores de sus amigas. ¿Cuántas de sus amigas tienen que limpiar sus habitaciones?

A. 20 B. 18 C. 16 D. 14


M2 2008-2010 Sample Test/ Examen de práctica 2008-2010 Oregon Department of Education/ Departamento de Educación de Oregon

3

Which 2 shapes have the same area?

A. 1 and 2 C. 1 and 4 B. 2 and 3 D. 2 and 4

3

¿Cuáles son las 2 figuras que tienen la misma área?

A. 1 y 2 C. 1 y 4 B. 2 y 3 D. 2 y 4

4

Which team scored the most total runs?

A. Blue Jays B. Hawks C. Eagles D. Condors

4

¿Cuál equipo anotó el mayor número de carreras?

A. Arrendajos Azules B. Halcones C. Águilas D. Cóndores



5 This log is most like which shape?

A. Cube B. Rectangle C. Cylinder D. Cone

5 La forma de este tronco se parece más a un:

A. Cubo B. Rectángulo C. Cilindro D. Cono

6 Madison and Remy are in line to buy ice cream. Madison is third and Remy is ninth. How far ahead of Remy is Madison?

A. 3 places B. 6 places C. 7 places D. 12 places

6 Madison y Remy están en fila para comprar helados. Madison es la tercera y Remy es el noveno. ¿Qué tan adelante de Remy está Madison?

A. 3 lugares B. 6 lugares C. 7 lugares D. 12 lugares



7 This pattern goes from left to right.

What is next?

A. C.

B. D.

7 La secuencia va de izquierda a derecha.

¿Qué sigue?

A. C.

B. D.

8 Which figure shows a line of symmetry?

A. A B. B C. C D. D

8 ¿Qué figura muestra una línea de simetría?

A. A B. B C. C D. D



9 Using the picture, estimate the weight of 1 apple.

A. 100 g C. 250 g B. 200 g D. 300 g

9 Usando la figura, estime el peso de 1 manzana.

A. 100 g C. 250 g B. 200 g D. 300 g

10

Becky put a sticker on each face of a blank cube. How many stickers did Becky use in all?

A. 1 B. 4 C. 6 D. 8

10

Becky puso una calcomanía en cada cara de un cubo en blanco. ¿Cuántas calcomanías usó Becky en total?

A. 1 B. 4 C. 6 D. 8



11 Maria has 14 tables. Each table needs 4 chairs. How many chairs does Maria need?

A. 14 B. 16 C. 28 D. 56

11 María tiene 14 mesas. Cada mesa necesita 4 sillas. ¿Cuántas sillas necesita María?

A. 14 B. 16 C. 28 D. 56

12

The clock shows when recess begins. Recess lasts 15 minutes. What time will it end?

A. 10:30 B. 11:25 C. 10:25 D. 11:00

12

El reloj muestra la hora en que empieza el recreo. El recreo dura 15 minutos. ¿A qué hora terminará el recreo?

A. 10:30 B. 11:25 C. 10:25 D. 11:00



13 Look at these 4 equations, and find the next equation that fits the pattern.

0 + 2 = 2 1 + 2 = 3 2 + 2 = 4 3 + 2 = 5

A. 4 + 2 = 6 B. 3 + 3 = 6 C. 2 + 5 = 7 D. 5 + 5 = 10

13 Observe estas 4 ecuaciones y encuentre la ecuación siguiente que se ajusta a la secuencia.

0 + 2 = 2 1 + 2 = 3 2 + 2 = 4 3 + 2 = 5

A. 4 + 2 = 6 B. 3 + 3 = 6 C. 2 + 5 = 7 D. 5 + 5 = 10

14 Brock swims laps for 30 minutes. What time will he stop?

A. 8:20 B. 9:15 C. 9:20 D. 1:20

14 Brock nada durante 30 minutos. ¿A qué hora dejará de nadar?

A. 8:20 B. 9:15 C. 9:20 D. 1:20



15 Students in Corey’s class can sit in this tent to read. How many vertices does the tent have?

A. 7 B. 9 C. 10 D. 15

15 Los estudiantes de la clase de Corey se pueden sentar en esta tienda de campaña para leer. ¿Cuántos vértices tiene la tienda de campaña?

A. 7 B. 9 C. 10 D. 15

16

8 + = 5 + 6

= ? A. 3 B. 4 C. 11 D. 19

16

8 + = 5 + 6

= ? A. 3 B. 4 C. 11 D. 19

17 Which object is shaped MOST like a sphere?

A. Globe B. Pie C. Frisbee D. Football

17 ¿Cuál objeto se parece MÁS a una esfera?

A. Globo terráqueo B. Pastel C. Frisbi D. Pelota de fútbol Americano



18 What number goes in the box?

2 + 5 + = 6 + 4 A. 2 C. 4 B. 3 D. 6

18 ¿Cúal número debe ir en la casilla?

2 + 5 + = 6 + 4 A. 2 C. 4 B. 3 D. 6

19 How many faces are there on a cube?

A. 8 B. 6 C. 4 D. 2

19 ¿Cuántas caras hay en un cubo? A. 8 B. 6 C. 4 D. 2

20 What is the value of the circled digit in the number 644?

A. B. C. D.

20 ¿Cuál es el valor del dígito encerrado en un círculo en el número 644?

A. B. C. D.



21

y – 25 = 89

What is the value of y?

A. 64 B. 104 C. 114 D. 115

21 y – 25 = 89

¿Cuál es el valor de y? A. 64 B. 104 C. 114 D. 115

22 Chad had one candy bar to share with 4 friends. He divided the candy bar into 6 equal pieces. There was one extra piece, so Chad took it also. What fraction of the candy bar did Chad take in all?

A. 61

B. 62

C. 51

D. 41

22 Chad tenía una barra de dulce para compartir con 4 amigos. Dividió la barra en 6 pedazos iguales. Había un pedazo adicional, así que Chad también lo tomó. ¿Qué fracción de la barra de dulce tomó Chad en total?

A. 61

B. 62

C. 51

D. 41



23

Sam is watering the yard. Clock 1 shows when Sam started. Clock 2 shows when Sam stopped. How long did Sam water his yard?

A. 1 hour, 10 minutes B. 40 minutes C. 30 minutes D. 20 minutes

23

Sam riega el jardín. El reloj número uno muestra la hora en que Sam comenzó. El reloj número dos muestra la hora en que Sam terminó. ¿Por cuánto tiempo regó Sam su jardín?

A. 1 hora 10 minutos B. 40 minutos C. 30 minutos D. 20 minutos

24

Order the fractions from least to greatest:

A. 21 ,

81 ,

31 ,

43

B. 81 ,

31 ,

21 ,

43

C. 21 ,

31 ,

43 ,

81

D. 43 ,

21 ,

31 ,

81

24

Ordene las fracciones de menor a mayor:

A. 21 ,

81 ,

31 ,

43

B. 81 ,

31 ,

21 ,

43

C. 21 ,

31 ,

43 ,

81

D. 43 ,

21 ,

31 ,

81



25

Adam looks at the classroom clock on the wall. Adam’s class goes home at 2:15. How much longer until he goes home?

A. 62 min. C. 42 min. B. 52 min. D. 32 min.

25

Adam mira el reloj del salón de clases en la pared. La clase de Adam se va a casa a las 2:15. ¿Cuánto falta para que se vaya a casa?

A. 62 min. C. 42 min. B. 52 min. D. 32 min.

26

According to the chart, which statement is true for a player's home run total improvement from 1989 to 1990?

A. McGuire improved by 5 home runs. B. Griffey improved by 15 home runs. C. McGuire improved by 15 home runs. D. Griffey improved by 20 home runs.

26 De acuerdo a la gráfica, ¿cuál afirmación es verdadera acerca de la superación en las anotaciones de home runs de un jugador, de 1989 a 1990?

A. McGuire superó en 5 home runs su

marca anterior. B. Griffey superó en 15 home runs su

marca anterior. C. McGuire superó en 15 home runs su

marca anterior. D. Griffey superó en 20 home runs su

marca anterior.



27

Which shape has the most lines of symmetry?

A.

B.

C.

D.

27

¿Cuál figura tiene el mayor número de líneas de simetría?

A.

B.

C.

D.

28 Which is the best estimation of 319 + 406?

A. 600 B. 700 C. 800 D. 900

28 ¿Cuál es la mejor estimación de 319 + 406?

A. 600 B. 700 C. 800 D. 900



29

If the bus broke down and those students had to ride their bikes, ___ students would be riding their bikes to school.

A. 2 B. 4 C. 6 D. 10

29

Si el autobús tuviera una falla mecánica y los estudiantes tuvieran que viajar en bicicleta, ____ estudiantes irían en bicicleta a la escuela.

A. 2 B. 4 C. 6 D. 10

30

8 + 3 = + 6

= ? A. 4 B. 5 C. 11 D. 17

30 8 + 3 = + 6

= ?

A. 4 B. 5 C. 11 D. 17

1 A B C D

2 A B C D

3 A B C D

4 A B C D

5 A B C D

6 A B C D

7 A B C D

8 A B C D

9 A B C D

10 A B C D

Name of Student

Name of Teacher

Name of School

Use number 2 pencil.Do NOT use ink or ball point pen.Make heavy dark marks that completely fill the circle.Erase completely any marks you wish to change.

Oregon Mathematics Sample Test

11 A B C D

12 A B C D

13 A B C D

14 A B C D

15 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

21 A B C D

22 A B C D

23 A B C D

24 A B C D

25 A B C D

26 A B C D

27 A B C D

28 A B C D

29 A B C D

30 A B C D

GRADE 3 MATHEMATICS SAMPLE TEST KEY 2008 – 2010

Office of Assessment and Evaluation Grade 3 Sample Test Oregon Department of Education May 2008

Test Item Correct Answer Score Reporting Category SRC Coding 1 D Calculations and Estimations 1.1.35 2 B Statistics and Probability 3.4.31 3 A Measurement 2.2.311 4 C Statistics and Probability 3.3.35 5 C Geometry 5.1.31 6 B Calculations and Estimations 1.1.31 7 A Algebraic Relationships 4.1.31 8 C Geometry 5.4.31 9 A Measurement 2.2.38 10 C Geometry 5.1.34 11 D Calculations and Estimations 1.2.37 12 C Measurement 2.2.31 13 A Algebraic Relationships 4.1.33 14 C Measurement 2.2.31 15 C Geometry 5.1.34 16 A Algebraic Relationships 4.2.31 17 A Geometry 5.1.31 18 B Algebraic Relationships 4.2.31 19 B Geometry 5.1.32 20 D Calculations and Estimations 1.1.33 21 C Algebraic Relationships 4.2.31 22 B Calculations and Estimations 1.1.31 23 B Measurement 2.2.31 24 B Calculations and Estimations 1.1.35 25 B Measurement 2.2.31 26 A Statistics and Probability 3.4.31 27 B Geometry 5.4.31 28 B Calculations and Estimations 1.2.316 29 D Statistics and Probability 3.4.31 30 B Algebraic Relationships 4.2.31

CONVERTING TO A RIT SCORE Number Correct RIT score Number Correct RIT score 1 163.4 16 203.5 2 171.0 17 205.2* 3 175.8 18 206.9 4 179.3 19 208.6 5 182.3 20 210.5 6 184.8 21 212.4 7 187.1 22 214.3 8 189.3 23 216.5 9 191.2 24 218.8** 10 193.1 25 221.3 11 194.9 26 224.3 12 196.7 27 227.9 13 198.4 28 232.6 14 200.1 29 240.2 15 201.8 30 247.5 * Likely to meet Grade 3 Standards ** Likely to exceed Grade 3 Standards Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment.

Departamento de Educación del Estado de Oregon / Oregon Department of Education

255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600 2008-2010

Documents

SAMPLE TEST Matemáticas - · PDF fileMathematics T/ Matemáticas T 2008-2010 Sample Test/ Examen de práctica 2008-2010 M1 Oregon Department of Education/Departamento de Educación