1. hobbies and interests
2. reading

2006
ISAT
Sample Book
GRADE
3
Sample Items for Reading and Mathematics
ILLINOIS STATE BOARD OF EDUCATION
999-8334-40-3
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Copyright © 2006 by the Illinois State Board of Education. Copyright © 2003 by Harcourt Assessment, Inc. All
rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic
or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission
in writing from the publisher and the Illinois State Board of Education, except for the printing of complete pages for
instructional use and not for resale. Printed in the United States of America.
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2006 ISAT Grade 3 Sample Book
Table of Contents
Introduction ............................................................................................................................ 5
READING
Structure of the Grade 3 Reading ISAT ................................................................................. 9
Item Formats ...................................................................................................................................................9
Reading Sessions ...........................................................................................................................................9
Passage Selection ........................................................................................................................................10
Short Passage Followed by Multiple-Choice Sample Items .............................................. 11
Long Passage Followed by Multiple-Choice Sample Items and
Extended-Response Sample Item ....................................................................................... 15
Functional Passage Followed by Multiple-Choice Sample Items ..................................... 23
Answer Key with Assessment Objectives Identified .......................................................... 26
Extended-Response Scoring Rubric .................................................................................... 29
Annotated Extended-Response Student Samples............................................................. 31
MATHEMATICS
Structure of the Grade 3 Mathematics ISAT ....................................................................... 37
Item Formats .................................................................................................................................................37
Mathematics Sessions ...............................................................................................................................38
Calculator Use for Grade 3 Mathematics ISAT ...................................................................................38
Rulers for Grade 3 Mathematics ISAT ...................................................................................................38
Multiple-Choice Sample Items ............................................................................................ 39
Answer Key with Assessment Objectives Identified .......................................................... 45
Short-Response Sample Item and Scoring Rubric ............................................................. 46
Annotated Short-Response Student Samples ................................................................... 48
Extended-Response Sample Item and Scoring Rubric ...................................................... 51
Annotated Extended-Response Student Samples............................................................. 54
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2006 ISAT Grade 3 Sample Book
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These samples are meant to give educators and students a general sense of how items
are formatted for ISAT. All 2006 ISATs will be printed in color. This sample book does not cover the entire
content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions
of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are
available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains
additional information about state testing (www.isbe.net/assessment).
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Illinois Standards Achievement Test
Reading Samples
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2006 ISAT Grade 3 Sample Book
Structure of the Grade 3 Reading ISAT
ISAT Reading testing beginning in spring 2006 will consist of 30 norm-referenced items, as well as
criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10
Reading assessment, developed by Harcourt, Inc. The criterion-referenced items are all written by
Illinois educators and pilot tested with Illinois students.
Item Formats
All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of the Illinois
Learning Standards that are suitable for state testing.
Multiple-choice items require students to read and reflect, and then to select the alternative that best
expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess any of
the levels of complexity, from simple procedures to sophisticated concepts.
Extended-response items require students to demonstrate an understanding of a passage by explaining key
ideas using textual evidence and by using this information to draw conclusions or make connections to other
situations. The extended-response items are scored with a holistic rubric and count as 10% of the scale score
of the test.
Reading 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. This new policy does not affect students who already receive extended time
as determined by their IEP.
Reading ISAT Grade 3
Session 1
45 minutes
6 short passages—30 multiple-choice items total
Session 2
45 minutes
1 longer passage with 15–18 multiple-choice items
1 extended-response item
1 functional passage with 3–5 multiple-choice items
Session 3
45 minutes
1 longer passage with 15–18 multiple-choice items
1 extended-response item
1 functional passage with 3–5 multiple-choice items
(Some items will be pilot items.)
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2006 ISAT Grade 3 Sample Book
Passage Selection
Passages for state tests should be of the highest quality. Passages on the state assessment should be selected
from published works of literature or literary nonfiction. While the selection of such passages must take into
account the appropriateness of the material for the age of the students, as well as for the assessment context,
the chosen passages should not be simplified or tampered with. On any given test, the passages should
include works by both classic and contemporary writers and address a range of cultures.
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Short Passage Followed by
Multiple-Choice Sample Items
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Reading
XED176 Passage
XED176.AR1
Being a Fish
by
Russell E. Erickson
Would it be fun to be a
fish? They are, after all,
quite different from us.
Fish have no ears as we
do. Their bodies are
covered with thin, flat
plates called scales. The
only sounds they know
are what they feel using
certain scales along their
sides. These are special
scales called lateral lines.
We get oxygen from the air by using our lungs. Fish get
oxygen from the water by using the gills on the sides of
their heads. We can play in water and on land, but fish
must stay in the water all the time.
Fish never get hot or cold. They are called cold-blooded
because they are always the same temperature as the
water around them. That means they have no need
for hot soup, or cold lemonade, or cozy blankets, or
cool sandals.
All in all, it’s probably more fun being us.
GO ON
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Reading
XED176
1
XEE081
3
This story mainly tells —
≥
You would most likely find an
article like this in a book
about —
how fish are different from
people
how many kinds of fish there
are
where fish can be found
how fish swim
≥
XEE077
2
XED178
4
Which question does the
article answer?
≥
farm animals
water fun
sea life
fishing
How do fish hear?
≥
Do fish have teeth?
How can I catch a fish?
Do fish sleep?
What does cold-blooded mean?
With ears
By feeling
By tasting
By smelling
GO ON
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Long Passage Followed by
Multiple-Choice Sample Items and
Extended-Response Sample Item
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Reading
Pigs0305L
PIGS0305L_AR1 and AR2
This is an article about the unknown talents of pigs. These animals have helped
humans for millions of years.
40 Million Years of Pigs
by Alice L. Hopf
1
2
3
Pigs have been on our planet
for about 40 million years and
there has been very little change
in them during that time. Even
their habit of eating almost
anything has stayed the same.
Farmers have raised pigs for
many thousands of years. Bones
of tame pigs have been found in
houses from the New Stone Age.
This was the time between 5,000
and 10,000 years ago, when
people began to settle down to
raise crops and live in small
communities.
The pig is a hoofed animal, an
ungulate, and belongs to a large
group that scientists call the
even-toed ungulates. Cattle, deer,
goats, sheep, and camels are also
in this group. These animals have
kept the two largest toes—the
4
5
second and third—to run on. The
weight of the animal comes down
between these two toes, which
have grown into hoofs. The other
toes have become weak and
stopped growing. In some cases
they have disappeared.
Perhaps one reason the pig has
stayed alive through all these
years is that it is a fighter. It has a
set of sharp tusks and a deadly
bite. It often fights rather than
running away. Even a tame pig is
considered a risky animal to
approach in an unfriendly way.
The pig is so popular as a source
of food that only now and then
has it been used in other ways.
The ancient Egyptians used the
pig to help in their planting.
Their little hoofs made holes just
the right size and depth for the
GO ON
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Reading
6
seeds, and the animals were
moved back and forth over the
land to be planted. This was
called “treading the seed.”
Later, other people found useful
work for pigs. In England long
ago, there were laws against
hunting. Deer were thought of as
the property of the lord who
ruled the area. Peasants were
forbidden to hunt anything
except small animals. For this
reason they could not keep large
dogs. Instead, they trained the
pig as a hunting companion. Pigs
have a good sense of smell. They
are very smart animals—some say
smarter than dogs.
7
8
In France, pigs are also used to
look for truffles, a kind of black
mushroom that grows
underground. Truffles are very
expensive and delicious to eat.
Pigs use their snouts to dig up
roots to eat, and they have been
trained to smell out this treasure.
Usually the pig has a ring around
its snout to keep it from eating
the truffles before the collector
can put them in a basket.
Pigs have also been trained as
circus animals. They can do
anything that dogs can do. They
can jump through hoops, dance,
pull a cart, and walk a tightrope.
They can even do things dogs
GO ON
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Reading
9
would not figure out, like opening
the bar on a door.
Even though pigs have so much
talent, people still have some bad
opinions of them. To call another
person a pig is a serious insult
in almost every language. Our
day-to-day language is full of
sayings like “dirty as a pig,”
“greedy as a pig,” and “don’t be a
pig.” All of this is more an insult
to the pig than to the person. Pigs
are not naturally dirty. A domestic
pig becomes dirty when it is shut
up in a pen full of garbage. And a
10
pig is no greedier than any other
animal. A cat or a dog will
overeat—but not a pig. If it digs
around in its food, it is to find the
small pieces it especially likes,
rather than simply eating
everything in sight. And the pig is
a good-natured animal. If it is
treated with kindness, it will do
almost anything that is asked of it.
The pig has come a long way.
But it is still independent, curious,
and brave—as well as smart. This
is why it has lived for millions of
years.
“40 Million Years of Pigs” by Alice Lightner Hopf, is adapted by permission from 40 MILLION YEARS OF PIGS
from the May 1982 issue of Cricket Magazine as adapted from “PIGS Wild and Tame” copyright © 1979 by
Alice Lightner Hopf.
GO ON
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Reading
3347056
1
3347059
4
According to the article,
which of the following is
true about pigs?
What will a pig probably do if
someone threatens it?
≥
They have a poor sense of
smell.
They are used for hunting deer.
They have changed little over
time.
They are born with five toes.
≥
Run
Fight
Dig
Jump
3347044
5
A pig is a risky animal to
approach in an unfriendly
way. Which of the following
means the same as risky?
3347047
2
How do scientists know that
people raised pigs thousands
of years ago?
There are old stories about
circus acts with pigs.
Scientists know cattle and pigs
have the same kinds of feet.
The way people hunt for
truffles has not changed in
years.
Scientists have found the bones
of pigs in very old ruins.
≥
≥
Large
Unpopular
Greedy
Unsafe
3347048
3
Which of the following
animals has toes like a pig?
≥
Bird
Lizard
Camel
Squirrel
GO ON
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Reading
3347045
6
3347062
9
“Pigs use their snouts to dig up
roots to eat, and they have
been trained to smell out this
treasure.” Which of the
following is most like a snout?
≥
Which sentence from the
story tells how the author feels
about pigs?
A nose
A foot
A tusk
A tail
3347053
7
≥
In France, why is a ring placed
around the pig’s snout?
≥
To protect the collector from
the pig’s sharp tusks
To show the area where the pig
is supposed to hunt
To keep the pig from opening
its mouth very wide
To give the collector something
to tie the pig’s leash to
“The pig is a hoofed animal, an
ungulate, and belongs to a large
group that scientists call the
even-toed ungulates.”
“Farmers have raised pigs for
many thousands of years.”
“Their little hoofs made holes
just the right size and depth for
the seeds, and the animals were
moved back and forth over the
land to be planted.”
“All of this is more an insult to
the pig than to the person.”
3347063
10
This passage is an example of
what form of writing?
≥
Fairy tale
Tall tale
Nonfiction
Fable
3347057
8
According to the article, where
might a person see a pig
jumping through a hoop?
≥
On a farm
At a circus
In a field
In a forest
GO ON
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Reading
3347027
11
How have pigs been useful animals throughout history? Explain your answer
using information in the article and your own ideas.
GO ON
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Functional Passage Followed by
Multiple-Choice Sample Items
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Reading
Kite0305F R3KITE0305I_AR1.eps
How to Fly a Kite
A windy day in the park could be a perfect day
to fly a kite. Here are the steps to follow when
you fly a kite.
1. Find a large, open area with no trees or
power lines.
2. Hold the kite in both hands and toss it into
the wind so the wind catches it.
3. If it is a very windy day, the kite may need a tail added to help it fly
correctly.
4. Let out a small length of kite string.
5. Holding the string in your hand, run with the kite behind you so
the wind lifts it higher in the sky.
6. Begin letting out some string until the kite rises very high in the air.
7. Keep an eye on the kite. If it dips, run or pull in the string a bit.
8. When you are ready to quit, bring the kite down by slowly winding
the string around a spool or stick.
9. Reach out and grab the kite before it hits the ground.
GO ON
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Reading
3351780
1
3351784
3
Which words below mean
the same as the word dips in
step 7?
In step 1, which is the best
example of a large, open area
that is good for kite flying?
Flies away
Goes straight up
Begins to tear
Starts to fall
≥
≥
3351778
2
3351777
4
In which steps does the kite
fly higher in the sky?
≥
A small, shady yard
A grassy field
A city sidewalk
A park with many trees
What is happening in step 8?
Steps 1 and 2
Steps 3 and 4
Steps 5 and 6
Steps 7 and 8
≥
The kite is caught in a tree.
The kite is getting a longer tail.
The kite is getting higher in
the sky.
The kite is getting closer to the
ground.
STOP
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2006 ISAT Grade 3 Sample Book
Answer Key with Assessment Objectives Identified
Correct
Answer
1
A
1.3.17 Identify explicit and implicit main ideas.
2
D
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
3
C
2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall
tale, fable, nonfiction, and essay.
4
B
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
1
C
1.3.21 Distinguish the main ideas and supporting details in informational
text.
2
D
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
3
C
1.3.21 Distinguish the main ideas and supporting details in informational
text.
4
B
1.3.13 Identify probable outcomes or actions.
5
D
1.3.01 Determine the meaning of an unknown word using knowledge of
common prefixes, suffixes, and word roots (see Roots and Affixes List) (e.g.,
use knowledge of the prefix dis- to determine the meaning of disrespect).
6
A
1.3.07 Determine the meaning of unknown words using within-sentence
clues.
7
C
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
8
B
1.3.24 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
9
D
2.3.05 Identify author’s message.
10
C
2.3.10 Identify the following forms and genres: story, poem, fairy tale, tall
tale, fable, nonfiction, and essay.
11
ExtendedResponse
Item
1.3.21 Distinguish the main ideas and supporting details in informational
text.
Long Passage
Short Passage
Item
Number
Assessment Objective
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2006 ISAT Grade 3 Sample Book
Correct
Answer
1
D
1.3.08 Determine the meaning of an unknown word using word,
sentence, and cross-sentence clues.
2
C
1.3.27 Determine whether a set of simple instructions or procedures
is complete and, therefore, clear (e.g., if incomplete, identify what is
missing).
3
B
1.3.27 Determine whether a set of simple instructions or procedures
is complete and, therefore, clear (e.g., if incomplete, identify what is
missing).
4
D
1.3.20 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
Functional Passage
Item
Number
Assessment Objective
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
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Extended-Response
Scoring Rubric
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2006 ISAT Grade 3 Sample Book
Reading Extended-Response Scoring Rubric
Readers identify important information found explicitly and implicitly in the text. Readers use this
information to interpret the text and/or make connections to other situations or contexts through analysis,
evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric is available
online at www.isbe.net/assessment/reading.htm.
Score
Criteria
4
• Reader demonstrates an accurate understanding of important information in the text by focusing on the key ideas presented
explicitly and implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; most are specific and fully supported.
• Reader integrates interpretation of the text with text-based support (balanced).
3
• Reader demonstrates an accurate understanding of information in the text by focusing on some key ideas presented explicitly and
implicitly.
• Reader uses information from the text to interpret significant concepts or make connections to other situations or contexts logically
(with some gaps) through analysis, evaluation, inference, or comparison/contrast.
• Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.
• Reader partially integrates interpretation of the text with text-based support.
2
• Reader demonstrates an accurate but limited understanding of the text.
• Reader uses information from the text to make simplistic interpretations of the text without using significant concepts or by making
only limited connections to other situations or contexts.
• Reader uses irrelevant or limited references.
• Reader generalizes without illustrating key ideas; may have gaps.
1
•
•
•
•
0
• Reader’s response is absent or does not address the task.
• Reader’s response is insufficient to show that criteria are met.
Reader demonstrates little or no understanding of the text; may be inaccurate.
Reader makes little or no interpretation of the text.
Reader uses no references or the references are inaccurate.
Reader’s response is insufficient to show that criteria are met.
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2006 ISAT Grade 3 Sample Book
Grade: 3
Sample: 1
Score: 3
*This response demonstrates an accurate understanding of the text by focusing on several specific facts
from the report that show how pigs have been useful to humans. However, the student fails to do little
more than make a list. The student does make a connection beyond the text to his dog and notes, “Dog
and pig are both smart and have very good sense of smell.” This general interpretation connects logically
to the report. However, to move to a higher score, more explanation of the textual references would be
needed. Furthermore, a more detailed connection to a reference beyond the text would be required. This
student response is a good example of one that just gets a score of 3.
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2006 ISAT Grade 3 Sample Book
Grade: 3
Sample: 2
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Score: 4
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2006 ISAT Grade 3 Sample Book
*This response demonstrates a strong understanding of the important information in the text by focusing
on the key ideas presented explicitly and implicitly. The reader interprets the text accurately and uses a
significant amount of text-based support. For example, in the first paragraph, the response focuses on the
historical time span and the uses of pigs in different countries.
*The relevant references are supported, and the information is clearly understood as presented. This
discussion effectively incorporates and articulates information from the article and makes an effective
connection between the reader’s outside knowledge and the interpretation of the text regarding the
intelligence of pigs. For example, “I once heard of a pet pig who saved someone’s life.”
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Illinois Standards Achievement Test
Mathematics Samples
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2006 ISAT Grade 3 Sample Book
Structure of the Grade 3 Mathematics ISAT
ISAT Mathematics testing beginning in spring 2006 will consist of 30 norm-referenced items, as well as
45 criterion-referenced items, some of which will be used for developmental purposes. The 30
norm-referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment,
developed by Harcourt, Inc. The 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. This 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. They 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. These items reduce the concern about guessing
that accompanies multiple-choice items. The 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. These 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). The 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.
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2006 ISAT Grade 3 Sample Book
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. This new policy does not affect students who already receive extended time
as determined by their IEP.
Mathematics ISAT Grade 3
Session 1
45 minutes
40 multiple-choice items
(30 of these are an abbreviated form of the Stanford 10.)
Session 2
45 minutes
30 multiple-choice items
3 short-response items
Session 3
45 minutes
2 extended-response items
(Some items will be pilot items.)
Calculator Use for Grade 3 Mathematics ISAT
In grade 3, students are not allowed to use calculators on any session of the mathematics assessment, unless it
is a documented accommodation for a student with an Individualized Education Program (IEP). This policy
was developed in light of the continued work on the development of algorithms and the basic facts of whole
numbers in grade 3 and the general lighter use of technology in classrooms at this level.
Rulers for Grade 3 Mathematics ISAT
All students in grade 3 will be provided with a ruler to use during all sessions of the mathematics assessment.
This ruler will allow students to measure in both inches and centimeters.
4
5
6
7
8
9
10
11
12
13
14
15
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5
3
38
4
6
2
3
ISAT GRADE THREE
1
2
Centimeters
1
Inches
0
0
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Mathematics
3483398
1
3483398_AR1 to AR4
XIE112
2
1
Which of these has of the
3
figure shaded?
George collected 489 rocks for
his science project. Matthew
collected 100 fewer than
George. How many rocks did
Matthew collect?
389
479
589
379
≥
3483399
3
Ed has 19 eggs. He has 2 empty egg
cartons that can hold 12 eggs in
each carton.
How many more eggs does Ed
need to fill the 2 egg cartons?
5
≥
7
24
33
≥
GO ON
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Mathematics
3483400
4
3483402
6
John bought 2 notebooks. Each
notebook costs $1.80. John gave
the clerk $5.00 to pay for the
notebooks.
3483402_AR1
Use your centimeter ruler to help
you answer this question.
How many centimeters long is
the drawing of this crayon?
How much change should
John receive?
CRAYON
≥
$1.40
$2.40
$3.20
$3.60
≥
XJE121
5
4 cm
5 cm
6 cm
7 cm
XJE121.AR1
If a month ends on a Tuesday,
on what day does the next
month begin?
Monday
Tuesday
≥
Wednesday
Thursday
GO ON
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Mathematics
3483401
7
3483401_AR1
3483404
9
What is the perimeter of
this square?
What number goes in the
box to make this number
sentence true?
5m
12 ⫺
4
7
⫽3
9
15
≥
3483405
10
How many sides does a
hexagon have?
25 m
20 m
15 m
5m
≥
5
6
7
8
≥
3483403
8
What is the missing number
in this repeating pattern?
82, 88, 94, ____, 106, 112
102
100
98
96
≥
GO ON
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Mathematics
3483406
11
3483406_AR1
What number pair shows the
location of the ?
y
6
5
4
3
2
1
0
1
2
3
4
5
6
x
(2, 4)
(3, 2)
(1, 3)
(4, 2)
≥
3483407
12
3483407_AR1
Which shapes below appear to be congruent?
1
1 and 4
2
3
2 and 4
2 and 3
4
1 and 3
≥
GO ON
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Mathematics
3483408
13
3483408_AR1
XJE380
14
A class of 24 students recorded
information on the tally chart
below about what type of pet
they have.
XJE380_AR1
Mrs. Robbins’ class voted for their
favorite kinds of books to read.
Books We Like
8
Number of Votes
7
Students' Pets
Type of
Pet
Number
of Students
Fish
Dog
Cat
6
5
4
3
2
1
r ts
Sp
o
sy
M
ys
te
ry
ta
al
Fa
n
m
An
i
Ad
v
en
t
ur
e
0
Kind of Book
According to the tally chart,
how many students have
a cat for a pet?
7
8
9
How many more students
voted for books about
adventures than books about
sports?
24
0
≥
1
2
3
≥
GO ON
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Mathematics
3483409
15
3483409_AR1
Dan will spin the arrow shown
below many times.
Yellow
Red
Green
Blue
In which colored space is the
arrow least likely to land?
≥
Red
Blue
Green
Yellow
STOP
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2006 ISAT Grade 3 Sample Book
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
1
D
6.3.03 Recognize a fraction represented with a pictorial model.
2
A
6.3.08 Solve problems involving descriptions of numbers, including
characteristics and relationships (e.g., odd/even, factors/multiples, greater
than, less than).
3
A
6.3.09 Solve problems and number sentences involving addition and
subtraction with regrouping.
4
A
6.3.10 Solve problems involving the value of a collection of bills and coins
whose total value is $10.00 or less, and make change.
5
C
7.3.01 Solve problems involving simple elapsed time in compound units
(e.g., hours, minutes, days).
6
C
7.3.02 Select and use appropriate standard units and tools to measure length
(to the nearest inch or cm), time (to nearest minute), and temperature
(to nearest degree).
7
B
7.3.03 Solve problems involving the perimeter of a polygon with given side
lengths or a given non–standard unit (e.g., paper clip).
8
B
8.3.01 Determine a missing term in a pattern (sequence), describe a pattern
(sequence), and extend a pattern (sequence) when given a description or
pattern (sequence).
9
C
8.3.04 Solve one–step addition and subtraction equations that have a missing
number or missing operation sign (e.g., 3 + = 5, 6 1 = 7).
10
B
9.3.01 Identify, describe, and sketch two–dimensional shapes (triangles,
squares, rectangles, pentagons, hexagons, and octagons) according to the
number of sides, length of sides, and number of vertices.
11
A
9.3.03 Locate and identify points using numbers and symbols on a grid, and
describe how points relate to each other on a grid (e.g., ⽦ is 2 units below
✹, point A is 3 units to the right of point B).
12
D
9.3.10 Identify congruent and similar figures by visual inspection.
13
B
10.3.01 Read and interpret data represented in a pictograph, bar graph, Venn
diagram (with two circles), tally chart, or table.
14
D
10.3.01 Read and interpret data represented in a pictograph, bar graph, Venn
diagram (with two circles), tally chart, or table.
15
D
10.3.04 Classify events using words such as certain, most likely, equally likely,
least likely, possible, and impossible.
Assessment Objective
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.
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2006 ISAT Grade 3 Sample Book
Mathematics Short-Response Sample Item
Below is a short-response sample item, followed by the short-response scoring rubric and 3 samples of
student responses.
This short-response sample item is classified to assessment objective 6.3.04, “Represent multiplication as
repeated addition.”
3483410
16
Kari wants to give 8 stickers to each of her 5 friends. To find out how many stickers she
needs, she writes this number sentence.
8⫹8⫹8⫹8⫹8⫽
Write a different number sentence using multiplication that Kari could use to
represent the number of stickers she needs.
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2006 ISAT Grade 3 Sample Book
Mathematics Short-Response Scoring Rubric
The following rubric is used to score the short-response items for all grade levels.
SCORE
LEVEL
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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2006 ISAT Grade 3 Sample Book
Short-Response Student Sample 1
Short-Response Student Sample 1
Rubric Score Point = 2
Note: The student wrote a correct multiplication sentence.
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2006 ISAT Grade 3 Sample Book
Short-Response Student Sample 2
Short-Response Student Sample 2
Rubric Score Point = 1
Note: The student did not write a multiplication sentence but did figure out the number of stickers
needed.
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2006 ISAT Grade 3 Sample Book
Short-Response Student Sample 3
Short-Response Student Sample 3
Rubric Score Point = 1
Note: The student wrote a correct multiplication sentence but the response is not completely correct.
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2006 ISAT Grade 3 Sample Book
Mathematics Extended-Response Sample Item
Below is an extended-response sample item, followed by the extended-response scoring rubric and
3 student samples.
This extended-response sample item is classified to assessment objective 8.3.05, “Solve word problems
involving unknown quantities.”
3483411
17
A toy store sells bicycles and tricycles. All of the bicycles have 2 wheels, and all of the
tricycles have 3 wheels. There are a total of 19 wheels.
How many bicycles and tricycles could there be in the toy store?
Show all your work. Explain in words how you found your answer. Tell why you
took the steps you did to solve the problem.
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2006 ISAT Grade 3 Sample Book
Mathematics Extended-Response Scoring Rubric
The 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
• gives a complete written explanation of the
• identifies all important elements of
problem’s mathematical concepts and
solution process; clearly explains what was
the problem and shows complete
principles
done and why it was done
understanding of the relationships among
elements
• uses appropriate mathematical terminology
• may include a diagram with a complete
and notations including labeling the
explanation of all its elements
• shows complete evidence of an appropriate
answer if appropriate
strategy that would correctly solve the
problem
• executes algorithms completely and
correctly
3
• shows nearly complete understanding of
• identifies most of the important elements
the problem’s mathematical concepts and
of the problem and shows a general
principles
understanding of the relationships among
them
• uses mostly correct mathematical
terminology and notations
• shows nearly complete evidence of an
appropriate strategy for solving the
• executes algorithms completely;
problem
computations are generally correct but may
contain minor errors
• 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
• 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
• shows limited to no understanding of the
problem’s mathematical concepts and
principles
• may misuse or fail to use mathematical
terminology and notations
• attempts and answers
• 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
• no answer attempted
• no apparent strategy
• no written explanation of the solution
process is provided
2
1
0
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2006 ISAT Grade 3 Sample Book
Extended-Response Student Sample 1
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2006 ISAT Grade 3 Sample Book
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2006 ISAT Grade 3 Sample Book
Extended-Response Student Sample 2
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2006 ISAT Grade 3 Sample Book
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2006 ISAT Grade 3 Sample Book
Extended-Response Student Sample 3
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2006 ISAT Grade 3 Sample Book
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2006 ISAT Grade 3 Sample Book
Scoring Guide for “Bicycles and Tricycles”
There are three possible correct answers to this extended-response problem: 8 bicycles and 1 tricycle; 5 bicycles and
3 tricycles; or 2 bicycles and 5 tricycles.
Extended-Response Student Sample 1
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. A correct answer of
5 bikes and 3 tricycles is present.
The response reflects a systematic
strategy (drawing wheels and
circling groups of 2 and 3) that
includes all important elements
of the problem.
The response addresses both
what was done and why (“…drew
19 wheels…paired them up…so I
could find out how many bikes…”).
Extended-Response Student Sample 2
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. A correct answer of
8 bikes and 1 trike is present.
The response reflects a systematic
strategy (drawing wheels and
making bikes until there were
only 3 wheels left) that includes
all important elements of the
problem.
The response addresses both what
was done and why (“…made
19 wheels…bike 2 wheels or trike
3 wheels…made bikes but…
stopped because…I’d only have
1 wheel left…”).
Extended-Response Student Sample 3
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
3
4
3
This response shows a nearly
complete understanding of the
problem’s mathematical concepts
and principles. A correct answer
is implied in the drawing on the
first page, but the answer is stated
incorrectly as 19 wheels.
The response reflects a systematic
strategy (drawing pictures of
bicycles and tricycles) that
includes all important elements
of the problem.
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The response addresses what was
done but only begins to address
why (“I drew bikes…I counted
to see how many wheels there
are…wrote down my answer…”).
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1 2 3 4 5 6 7 8 9 10 11 12 A B C D E
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