1. science
2. mathematics

2011
ISAT
Sample Book
GRADE
7
Sample Items for Reading, Mathematics, and Science
ILLINOIS STATE BOARD OF EDUCATION
Copyright © 2010 Illinois State Board of Education.
All rights reserved. This publication may be reproduced or transmitted by downloading and printing for
the purpose of practice testing and not for distribution or resale.
Portions of this work were previously published.
Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc.
“No Experience Needed” by Maria Bartiromo from the January 2007 issue of Reader’s Digest,
copyright © 2007 by Maria Bartiromo. Reprinted by permission of William Morris Agency, LLC, on behalf
of the author.
2011 ISAT Grade 7 Sample Book
Table of Contents
Introduction ............................................................................................................................5
READING
Structure of the Grade 7 Reading ISAT ................................................................................7
Item Formats....................................................................................................................................................7
Reading Sessions............................................................................................................................................7
Shorter Passage Followed by Multiple-Choice Sample Items ............................................8
Answer Key with Assessment Objectives Identified ........................................................11
Longer Passage Followed by Multiple-Choice Sample Items ..........................................12
Answer Key with Assessment Objectives Identified ........................................................18
Extended-Response Sample Item ......................................................................................19
Extended-Response Scoring Rubric....................................................................................21
Annotated Extended-Response Student Samples ............................................................23
MATHEMATICS
Structure of the Grade 7 Mathematics ISAT ......................................................................38
Item Formats ................................................................................................................................................38
Answer Document for Grade 7 Mathematics ISAT..........................................................................38
Mathematics Sessions................................................................................................................................39
Calculator Use for Grade 7 Mathematics ISAT ..................................................................................39
Rulers for Grade 7 Mathematics ISAT ..................................................................................................39
Scratch Paper for Grade 7 Mathematics ISAT ....................................................................................39
Reference Sheet for Grade 7 Mathematics ISAT ..............................................................................40
Multiple-Choice Sample Items ............................................................................................41
Answer Key with Assessment Objectives Identified ........................................................55
Short-Response Scoring Rubric ..........................................................................................58
Using Short-Response Samples ..........................................................................................59
Blank Short-Response Template ........................................................................................60
Short-Response Sample Items and Annotated Student Samples....................................61
Extended-Response Scoring Rubric....................................................................................69
3
2011 ISAT Grade 7 Sample Book
Using Extended-Response Samples ..................................................................................71
Blank Extended-Response Template ..................................................................................72
Extended-Response Sample Items and Annotated Student Responses ........................74
SCIENCE
Structure of the Grade 7 Science ISAT ................................................................................84
Item Formats ................................................................................................................................................84
Science Sessions ..........................................................................................................................................84
Cumulative Knowledge ............................................................................................................................84
Multiple-Choice Sample Items ............................................................................................85
Answer Key with Assessment Objectives Identified ......................................................108
4
2011 ISAT Grade 7 Sample Book
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These 2011 samples are meant to give educators and students a general sense
of how items are formatted for ISAT. All 2011 ISAT test books 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).
5
Illinois Standards Achievement Test
Reading Samples
6
2011 ISAT Grade 7 Sample Book
Structure of the Grade 7 Reading ISAT
ISAT Reading testing in spring 2011 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 Pearson, 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 policy does not affect students who already receive
extended time as determined by their IEP.
Reading ISAT Grade 7
Session 1
45 minutes
6 shorter passages—30 multiple-choice items total
Session 2
45 minutes
Two longer passages consisting of:
1 expository passage with 10 multiple-choice items
1 literary passage with 10 multiple-choice items
1 extended-response item
Session 3
45 minutes
Consists of 2 or 3 passages
20 multiple-choice items
1 extended-response item
(Some items will be pilot items.)
7
Shorter Passage Followed by
Multiple-Choice Sample Items
8
Reading
2011 ISAT Grade 7 Sample Book
School Photographer
by
Kristine O’Connell George
5
10
When I am behind my camera lens
I can make people stand closer,
wrap their arms around each other,
even get them to smile.
When I am behind my camera lens
I see things others don’t.
I can record a single moment
That distorts or tells the truth.
When I am behind my camera lens
I can see everything
Except my own self, hiding
behind my camera.
GO ON
9
Reading
2011 ISAT Grade 7 Sample Book
XEJ231
1
XEJ237
4
The poet most likely took the
idea for this poem from —
≥
A
B
C
D
If you did not know the
meaning of distorts in stanza 2,
you should —
a book on photography
a volume of poetry
her camera’s owner’s manual
her own experience
≥
XEJ232
2
A look for other words in the poem
that begin with “d”
B say the word over and over to
yourself
C read on, looking for clues
D decide on the word’s part of
speech
Why does the speaker feel
hidden?
≥
A No one can see her.
B She is looking through the
camera.
C There is no one around.
D Other people are standing in
front of her.
In this poem, which point of
view does the poet use?
≥A
First person (one person who
describes her own thoughts)
B Third person (a person outside
the story who describes the
thoughts of one other person)
C Third person omniscient (a
person outside the story who
describes the thoughts of several
characters)
D Third person objective (a person
outside the story who describes
events objectively)
XEJ234
3
XEJ239
5
In line 6, when the speaker
says, “I see things others don’t,”
she most likely means —
≥A
people often overlook what’s
around them
B people don’t pay attention when
their picture is taken
C cameras are the most accurate
form of record keeping
D the camera lens is like a
microscope
STOP
10
2011 ISAT Grade 7 Sample Book
Shorter Passage
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
Assessment Objective
1
D
2.7.04 Compare stories to personal experience, prior knowledge, or other
stories.
2
B
1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
3
A
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, alliteration, personification).
4
C
1.7.03 Determine the meaning of an unknown word using word,
sentence, and cross-sentence clues.
5
A
2.7.05 Recognize points of view in narratives (e.g., first person).
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.
11
Longer Passage Followed by
Multiple-Choice Sample Items
12
Reading
2011 ISAT Grade 7 Sample Book
This passage is about how a 17-year-old built a multimillion-dollar business one sandwich
at a time.
No Experience Needed
By Maria Bartiromo
1
2
3
4
5
6
7
Trial and Error
Fred DeLuca was just looking for a way to pay
his college tuition. He ended up founding
Subway, the multimillion-dollar restaurant
chain.
It was the summer of 1965, and DeLuca, then
17 and right out of high school, had tagged
along with his parents to visit Peter Buck, a
family friend. At some point, Buck asked
DeLuca about his plans for the future. “I’m
going to college, but I need a way to pay for it,”
DeLuca recalls saying. “Buck said, ‘You should
open a submarine sandwich shop.’”
When Buck was growing up in Maine, he frequented Amato’s for its Italian subs. And
DeLuca often ate at Mike’s Sandwiches in Schenectady, New York, before he moved to
Connecticut. Says DeLuca, “I didn’t know anything about subs, but Pete had noticed that
people in the sandwich business did pretty well.”
Sitting in Buck’s backyard on that July afternoon, they agreed to be partners. They
designed the menu and pricing, says DeLuca, “even though we didn’t know what the
food would cost.” And they set a goal: to open 32 stores in ten years. After doing some
research (eating at Amato’s), Buck wrote a check for $1,000. DeLuca rented a storefront in
Bridgeport, Connecticut, and when they couldn’t cover their start-up costs, Buck kicked
in another $1,000.
DeLuca’s mom scouted out food suppliers, and his father looked for equipment. When
they needed a sign, DeLuca’s dad suggested they try a guy he worked with. “So we drive
over to Dick’s apartment and tell him the story. He jumps in the car, comes to the store,
designs a logo and paints the sign.” The first Subway was ready for business.
“As far as product quality and operational methods, it was what you would imagine a
17-year-old doing,” DeLuca says. “Everything that could go wrong, went wrong. After six
months, we were doing poorly, but we didn’t know how badly, because we didn’t have
any financial controls.”
DeLuca was manning the store and commuting to the University of Bridgeport. Buck
was working at his day job as a nuclear physicist in New York. They’d meet Monday
evenings and brainstorm options for keeping the business afloat. “We convinced
ourselves to open a second store. It wasn’t that costly, and we figured we could tell the
GO ON
13
Reading
2011 ISAT Grade 7 Sample Book
public, ‘We’re so successful, we’re opening a second store.’ Still, it was a lot of learning by
trial and error,” DeLuca says.
8
9
10
11
12
13
14
15
Intimate Ties
When DeLuca’s car broke down, he found a ride with a kid who was an enthusiastic
Subway fan. “This kid points to my store and says, ‘They have great sandwiches, and you
can get all the soda you want free. You go in with a few friends and order sandwiches,
and when the kid behind the counter turns around to make them, you go into the cooler
and sneak the soda out.’ ”
DeLuca was flabbergasted. He hadn’t realized that he needed to keep track of his sales
and his inventory. But the partners’ seat-of-the-pants, learn-as-you-go approach turned
out to be one of their strengths.
For example, every Friday, DeLuca and his mom would drive around and hand-deliver
the checks to pay their suppliers. “It probably took us two and a half hours and it wasn’t
necessary, but as a result, the suppliers got to know us very well. They allowed us more
credit than we deserved, and the personal relationships that resulted really helped out,”
DeLuca says.
And having a goal was a huge plus. “Even though it felt like we were a gang that
couldn’t shoot straight, we knew what direction we were going. Being persistent was
important,” DeLuca emphasizes. “There are so many obstacles that can get you down.
You just have to keep working toward your objective.”
By 1982, with the team operating 200 stores, DeLuca was thinking big. “I set a goal of
having 5,000 stores by 1994. The team thought I was crazy.”
They blew past DeLuca’s goal, operating 8,000 stores by 1994. In 2007, Subway
Restaurants numbered 20,446 stores in the United States and 6,113 stores overseas.
In many ways, Subway continues to be a network of family and close friends. “I am still
partners with Pete,” DeLuca reports. “My sister works here. My mom is retired from the
board. I have uncles, aunts and a cousin in the business. Our old-time franchisees are
bringing their sons and daughters into the business.” Even Dick, who designed the first
logo, still works with Subway.
Those intimate ties provided a safety net for the fledgling company. Later, they helped
it grow and prosper. For DeLuca, they are the ultimate secret to his success. As he says,
“It’s just a bigger family now.”
GO ON
14
Reading
2011 ISAT Grade 7 Sample Book
History of the Submarine Sandwich
by Linda Stradley
1
Submarine Sandwich - It is a king-sized sandwich on an Italian loaf of bread
approximately 12 inches long and 3 inches wide, filled with boiled ham, hard salami,
cheeses, lettuce, tomatoes, onions, and sometimes flavored with garlic and oregano. It is
thought that the original concept of these sandwiches came from the Italians who
immigrated to New York in the late 1800s and brought with them their favorite Italian
Sandwich recipes.
2
1910 - The family of Dominic Conti (1874-1954) claims he was the first to use the name,
submarine sandwich. Angela Zuccaro, granddaughter of Dominic, related the following
information:
3
My grandfather came to this country circa 1895 from Montella, Italy. Around 1910, he
started his grocery store, called Dominic Conti’s Grocery Store, on Mill Street in Paterson
New Jersey, where he was selling the traditional Italian sandwiches. His sandwiches were
made from a recipe he brought with him from Italy which consisted of a long crust roll,
filled with cold cuts, topped with lettuce, tomatoes, peppers, onions, oil, vinegar, Italian
spices, salt, and pepper. The sandwich started with a layer of cheese and ended with a
layer of cheese (this was so the bread wouldn’t get soggy).
4
My mother often told me about how my grandfather came to name his sandwich the
Submarine. She remembered the incident very well, as she was 16 years old at the time.
She related that when Grandfather went to see the Holland I in 1927, the raised
submarine hull that was put on display in Westside Park, he said, “It looks like the
sandwich I sell at my store.” From that day on, he called his sandwich the “submarine.”
People came from miles around to buy one of my grandfather’s subs.
GO ON
15
Reading
2011 ISAT Grade 7 Sample Book
1
3
What does the title of the
passage suggest?
In paragraph 6, which literary
device does the author use?
A It is hard to get a job without
any experience.
B Some employers prefer to hire
people with little experience.
C People can succeed even without
previous experience.
D Success is more likely if it is built
on a foundation of experience.
A
B
C
D
Simile
Dialogue
Metaphor
Personification
4
In “No Experience Needed,”
the heading Intimate Ties
refers to —
2
Which word means the same as
persistent in these sentences
from “No Experience Needed”?
A
B
C
D
“Being persistent was
important,” DeLuca
emphasizes. “There are so many
obstacles that can get you
down. You just have to keep
working toward your objective.”
A
B
C
D
personal relationships.
the missing inventory.
store operations.
the first store.
5
According to this sentence from
paragraph 11, which best
describes the feelings of DeLuca
and his partner?
Witty
Reluctant
Persuaded
Determined
“Even though it felt like we
were a gang that couldn’t shoot
straight, we knew what
direction we were going.”
A
B
C
D
Disappointed but determined
Important but imaginative
Saddened but successful
Curious but cautious
GO ON
16
Reading
2011 ISAT Grade 7 Sample Book
6
9
Which statement best
summarizes the article
“No Experience Needed”?
Based on the etymology of the
word circa [Latin circus,
meaning “circle,” circum
meaning “around”], which of
these is the best meaning for
the word circa in this sentence?
A Fred DeLuca worked to
brainstorm business options.
B Fred DeLuca let his parents help
with his business.
C Fred DeLuca started a successful
chain of sandwich shops.
D Fred DeLuca had a business
partner who was also his friend.
“My grandfather came to this
country circa 1895 from
Montella, Italy.”
A
B
C
D
About
Before
To work
To visit
7
What genre is “No Experience
Needed”?
A
B
C
D
10
Which statement best
summarizes the passage
“History of the Submarine
Sandwich”?
Myth
Folktale
Nonfiction
Autobiography
A The passage explains how to
make a traditional submarine
sandwich.
B The passage explains the
nutritional value of submarine
sandwiches.
C The passage explains how the
submarine sandwich received
its name.
D The passage explains why people
enjoy submarine sandwiches.
8
In “History of the Submarine
Sandwich,” why did Dominic
Conti start and end his
sandwiches with a layer
of cheese?
A The cheese would hold the
vegetables together.
B The cheese keeps the bread from
becoming soggy.
C The sandwich would taste more
like cheese.
D The customers preferred cheese
on the top.
STOP
17
2011 ISAT Grade 7 Sample Book
Longer Passage with Multiple-Choice Items
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
1
C
1.7.10 Locate and interpret information found in headings, graphs, and
charts.
2
D
1.7.05 Use synonyms and antonyms to determine the implied meanings
of words.
3
B
2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail,
simile, rhyme, repetition, subtle metaphors, personification).
4
A
1.7.10 Locate and interpret information found in headings, graphs, and
charts.
5
A
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
6
C
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
7
C
2.7.13 Identify various subcategories of genres: science fiction, historical
fiction, myth or legend, drama, biography/autobiography, short story,
poem, fairy tale, folktale, fable, nonfiction, and essay.
8
B
1.7.16 Distinguish the main ideas and supporting details in any text.
9
A
1.7.02 Use etymologies to determine the meanings of words.
10
C
1.7.17 Summarize a story or nonfiction passage, or identify the best
summary.
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.
18
Extended-Response Sample Item
19
Reading
2011 ISAT Grade 7 Sample Book
Assessment Objective: 1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
1
How can the lessons that Fred DeLuca learned help other people? Use information
from the passage and your own ideas and conclusions to support your answer.
STOP
20
Extended-Response
Scoring Rubric
21
2011 ISAT Grade 7 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.
22
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 1
Score: 2
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
23
2011 ISAT Grade 7 Sample Book
* This response demonstrates very limited understanding, using very general text information to support
ideas (If your stuck doing Something you think won’t end up good don’t Stop. That might take you
Somewhere good in your life. If you open up a store like Mr. DeLuca did don’t give up. You think it’s not
going to work cause you don’t got experience with stuff. Mr. Deluca didn’t have experience with
Sandwiches).
24
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 2
Score: 2
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
* This response demonstrates limited understanding. Ideas are simplistically supported (...keep track of
your inventory or someone can steal it. Like when the kid told Deluca that they can take sodas when the
man makes the sandwiches. It will also help you learn to be determined and set a goal. These lessons will
help someone be a great beginner when they set off to do something).
25
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 3
Score: 3
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
26
2011 ISAT Grade 7 Sample Book
* This reader demonstrates an accurate understanding of the text by presenting key ideas (1 mistake
Fred made was not keeping track of the money. On the other hand a good thing he did was deliver the
checks to his suppliers himself. One more good thing Fred did was set goals for himself ) and interpreting
some of them with text details (He lost money every time someone stole a soda So it was costing him
more money out of his pocket to keep Subway going. By setting and reaching his goals helped him alot
because every time he reached a goal he set an even higher one which I think led to his success and made
him more money).
27
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 4
Score: 3
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
28
2011 ISAT Grade 7 Sample Book
29
2011 ISAT Grade 7 Sample Book
* The reader demonstrates an accurate understanding of information in the text and provides text details
to support interpretation, but references are not all specific and fully supported (...if I ever open a
restaurant, I will have a couple of pointers on what and on what not to do...the thing that he was doing
wrong...was that he put his soda outside of the counter or out of his view. From that one little mistake he
made he probably lost a lot of bisness. The second lesson learned was to keep it in the family. By doing
these things...Mr. DeLuca became a very successful man. I'm sure he became frustrated at times and felt
like he wanted to give up but, he didn't. He perservered and thats how he became a multimillion-dollar
man).
30
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 5
Score: 4
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
31
2011 ISAT Grade 7 Sample Book
(NAME OF SCHOOL)
32
2011 ISAT Grade 7 Sample Book
* This reader demonstrates an accurate understanding of important information in the text (Fred DeLuca
never give up. He was determined, and his determination shows, that if you are determined, you can
also be successful. Another lesson...is to learn from your mistakes). The reader uses relevant and specific
text details to support interpretations in this balanced response (...Fred said "There are so many
obstacles that can get you down. You just have to keep working toward your objective. This lesson helps
people alot because it shows them that life has many obstacles, and you should always stand up. when
you fall. You must be determined to reach your goal...) and uses parallel language to connect the text to
personal situations (I was determined to do well in Kung-Fu, and now, I only need three more belts to get
a black belt because I am determined, I try and try again).
33
2011 ISAT Grade 7 Sample Book
Grade: 7
DIRECTIONS
Sample: 6
Score: 4
Make sure you
– Read the question completely before you start to write your
answer,
– Write your answer to the question in your own words,
– Write as clearly as you can so that another person can read
your answer and understand what you were thinking,
– Read over your answer to see if you need to rewrite any
part of it.
34
2011 ISAT Grade 7 Sample Book
35
2011 ISAT Grade 7 Sample Book
* This response reveals an accurate understanding of the text by providing key lessons DeLuca learned
that could be helpful to anyone (They shouldn't let the experience issue get in the way...to be persistent
and to have goals...sometimes it is okay to take the “learn-as-you-go” approach), and integrating direct
quotes and text details with ample student interpretation throughout the response (Even though DeLuca
had some struggles and “obstacles that could get him down” like not realizing he needed to keep track of
his sales and inventory, he always had a good attitude and was persistent), which creates balance. On
the last page, the student draws an analogy between her and her sister and DeLuca learning helpful life
lessons.
36
Illinois Standards Achievement Test
Mathematics Samples
37
2011 ISAT Grade 7 Sample Book
Structure of the Grade 7 Mathematics ISAT
ISAT Mathematics testing in spring 2011 will consist of 30 norm-referenced items, as well as 45 criterionreferenced 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 Pearson, 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 multiplechoice 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 largescale 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 decisionmaking 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. Illinois educators play a substantial role in developing these guides used
for the scoring of the short- and extended-response items. Committees of mathematics educators from
throughout the state attend a validation meeting, during which they use the mathematics scoring rubrics
to establish task-specific criteria that are used to score all short- and extended-response items
consistently and systematically.
Answer Document for Grade 7 Mathematics ISAT
Students in grade 7 respond to all test items in a separate answer document. Test administrators should
monitor students carefully during testing to make sure students are using the appropriate pages of the
answer document, especially for the short- and extended-response items.
38
2011 ISAT Grade 7 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 policy does not affect students who already receive
extended time as determined by their IEP.
Mathematics ISAT Grade 7
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 7 Mathematics ISAT
All students in grade 7 are allowed to use a calculator during all sessions of the mathematics
assessment. Students are allowed to use a calculator as long as the calculator does not have any
prohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests
(http://www.isbe.net/assessment/pdfs/2010/calculator_ISAT.pdf ). Schools, teachers, and parents should
be advised that when students attempt to use calculators with which they are unfamiliar, their
performance may suffer. In a like manner, students who are not taught when and how to use a
calculator as part of their regular mathematics instructional program are also at risk.
Rulers for Grade 7 Mathematics ISAT
All students in grade 7 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.
5
6
1
2
2
3
4
ISAT GRADES FOUR–EIGHT
Centimeters
3
4
5
6
7
8
9
10
1
11
12
13
Inches
0
0
14
15
Scratch Paper for Grade 7 Mathematics ISAT
Students must be provided with blank scratch paper to use during only session 1. Only session 1
contains norm-referenced items, which were normed under such conditions. Students may not use
scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper.
However, students must show their work, when required, for each short-response item in session 2 on
the appropriate page in the answer document. Students must show their work for each extendedresponse item in session 3 on the appropriate pages in the answer document.
39
2011 ISAT Grade 7 Sample Book
Reference Sheet for Grade 7 Mathematics ISAT
All students in grade 7 will be provided with a reference sheet to use during all sessions of the
mathematics assessment. This reference sheet is shown below.
ISAT MATHEMATICS REFERENCE SHEET
Grades 7 and 8
or
40
Mathematics
2011 ISAT Grade 7 Sample Book
1
4
Which is another way to write
73 ⫹ 54?
Jade used mental math to
multiply 7(52). She used the
following steps:
First step: 7(50 ⫹ 2)
Second step: 7(50) ⫹ 7(2)
(7 ⭈ 3) ⫹ (5 ⭈ 4)
(7 ⭈ 7 ⭈ 7) ⫹ (5 ⭈ 5 ⭈ 5 ⭈ 5)
(73) ⫹ (54)
(7 ⫹ 7 ⫹ 7) ⫹ (5 ⫹ 5 ⫹ 5 ⫹ 5)
A
B
C
D
What property does this
represent?
3484193
2
A
B
C
D
Seven students bought enough
pencils to share equally among
themselves.
5
Which could be the number
of pencils they bought?
27
38
A
B
≥
56
64
C
D
Associative Property
Additive Inverse Property
Commutative Property
Distributive Property
Jonathon correctly determined that
12.9 divided by 8.6 is equal to 1.5.
Which shows how Jonathon
could check his answer?
3
A ketchup packet contains
3
ounce of ketchup. How
16
A
1.5 ⫻ 8.6
C
1.5
12.9
B
12.9 ⫻ 1.5
D
8.6
12.9
many packets can be made
using 24 ounces of ketchup?
4.5
9
72
128
A
B
C
D
GO ON
41
Mathematics
3349189
6
2011 ISAT Grade 7 Sample Book
3349189.AR1
3484197
8
A square has an area of
approximately 750 square feet.
The ratio of the number of girls
to the number of boys in a class is
3 to 2. There are 18 girls in the class.
The length of the side of the
square is between which two
whole numbers?
≥
A
B
C
D
How many boys are in
the class?
20 and 21 feet
24 and 25 feet
27 and 28 feet
30 and 31 feet
23
12
3
2
A
≥B
C
D
9
7
A diagram of a tile floor is shown
below. It is covered with square tiles
that are all the same size.
Angela is 4 feet 7 inches tall.
Angela’s doll is 11 inches tall.
What is the ratio of Angela’s
height to the doll’s height?
A
B
C
D
KEY
Border tile
1:5
11:4.7
4.7:11
5:1
Which is closest to the percent
of border tiles that make up the
entire tile floor?
A
B
36%
41%
C
D
49%
52%
GO ON
42
Mathematics
2011 ISAT Grade 7 Sample Book
3528355
10
3528355_AR1
3349238
11
3349238_AR1
9 feet
Use your inch ruler to help you
answer this question.
3 feet
P
15 feet
27 feet
What is the area, in square feet,
of the polygon shown above?
R
Q
≥
Which is closest to the
perimeter in inches of
triangle PQR?
A
B
C
≥D
A
B
C
D
90 square feet
144 square feet
405 square feet
432 square feet
3349264
12
7 inches
1
7 inches
2
8 inches
1
8 inches
2
3349264_AR1
Two angles are drawn below. The
measure of angle X is 90°.
Y
X
Which best represents the
measure of angle Y ?
20°
A
60°
≥B
100°
120°
C
D
GO ON
43
Mathematics
3484202
13
2011 ISAT Grade 7 Sample Book
3484202_AR1
3484199
14
3484199_AR1
The area of the square below is
9 square yards.
What is the surface area of this
rectangular prism?
3 yards
4 inches
3 yards
2 inches
10 inches
≥A
B
C
D
What is the area of the square
in square feet?
136 square inches
120 square inches
80 square inches
16 square inches
≥
A
B
C
D
12 square feet
27 square feet
54 square feet
81 square feet
3484208
15
3484208_AR1
The table below shows Jan’s pattern between the number of squares made and the
number of toothpicks used.
Number of Squares
Number of Toothpicks
1
4
2
7
3
10
4
13
n
?
Picture
Which expression can Jan use to determine the number of toothpicks used to make
n squares?
4n
4n ⫺ 1
A
B
3n ⫹ 1
3n ⫺ 1
C
D
≥
GO ON
44
Mathematics
2011 ISAT Grade 7 Sample Book
3349209
16
≥
3530064
18
A cheese pizza costs $6.00 not
including tax. Additional toppings
may be added for $0.85 each.
Which of the following is
equivalent to the expression
below?
Which expression represents
the cost of a cheese pizza with
t additional toppings?
x ⫹ 7 ⫺ 3x ⫹ 2x2 ⫹ 13
A
B
C
D
6.85t
6.00t ⫹ 0.85t
6.00 ⫹ 0.85t
6.00t ⫹ 0.85
≥
A
B
C
D
6x2 ⫹ 13
4x2 ⫹ 20
2x2 ⫺ 4x ⫹ 13
2x2 ⫺ 2x ⫹ 20
3349214
19
Which expression is equivalent
to 5(2a + 9)?
3484211
17
Which of the following
expressions is equivalent to
3x ⫹ 5 ⫹ x ⫹ 10 ⫹ 2y?
≥
A
B
C
D
≥A
B
C
D
6x ⫹ 15
3x ⫹ 2y ⫹ 15
4x ⫹ 2y ⫹ 15
9x ⫹ 12y
10a ⫹ 45
7a ⫹ 14
7a ⫹ 45
10a ⫹ 9
3530048
20
What is the value of the
expression below when
x ⫽ 6 and y ⫽ - 4?
x ⫹ 2y2
A
B
- 38
- 26
≥
C
D
38
70
GO ON
45
Mathematics
2011 ISAT Grade 7 Sample Book
3530052 3530052_AR1
21
23
The graph of a line is shown on the
grid below.
Max scored 12 points in the first half
of a basketball game. In the second
half, Max scored only 3-point
baskets. He scored a total of
21 points in the game. The number
of 3-point baskets Max scored is
represented by t.
y
5
4
3
2
1
-5 -4 -3 -2 -1 0
-1
1
2
3
4
Which equation correctly
represents this situation?
x
5
-2
-3
A
B
C
D
-4
-5
12 ⫹ 3t ⫽ 21
12t ⫹ 3 ⫽ 21
12 ⫺ 3t ⫽ 21
21t ⫽ 12 ⫹ 3
Which equation best represents
the graph of the line?
≥
y ⫽ - 2x ⫺ 2
y ⫽ - 2x ⫹ 4
y ⫽ 2x ⫺ 2
y ⫽ 2x ⫹ 4
A
B
C
D
3349277
24
What values of x satisfy this
inequality?
3x ⫺ 4 ⬎ 38
3484212
22
≥A
3484212_AR1
B
C
D
Which inequality best
represents the graph below?
-3
≥A
B
-2
xⱕ2
x⬎2
-1
0
1
C
D
2
x ⬎ 14
x ⬍ 14
x ⬎ 11
x ⬍ 11
3
x⬍2
xⱖ2
GO ON
46
Mathematics
2011 ISAT Grade 7 Sample Book
3349273
25
3349271
27
Frank scored 7 points in the first half
3349271_AR1
60°
and 9 points in the second half of
the basketball game. The total points
1
he scored represented of the total
5
points his team scored.
x
How many total points did his
team score?
≥
A
B
C
D
What is the value of x in
this polygon?
35 points
45 points
72 points
80 points
120°
≥A
150°
240°
300°
B
C
D
3484213
28
26
Points M, N, Q, Y, Z, and X all lie on
circle P.
Which figure satisfies all the
following conditions?
M
• has more than three lines of
symmetry
• has all sides equal in length
• has at least one set of parallel
sides
• has more than one interior
obtuse angle
N
Q
X
P
Z
A
B
C
D
3484213_AR1
Square
Rhombus
Regular hexagon
Equilateral triangle
Y
Which represents the diameter
of circle P?
≥
A
B
PM
ZN
C
D
XY
PQ
GO ON
47
Mathematics
3349265
29
2011 ISAT Grade 7 Sample Book
3349265_AR1
3484214
30
y
Points K, L, and M are three of the
vertices of rectangle KLMN.
5
4
P
y
R
3
2
–4
–3
–2
–1 0
–1
1
2
3
4
5
9
x
8
7
–2
Q
M (7, 10)
10
1
–5
3484214_AR1
S
–3
6
5
–4
4
–5
3
2
L (7, 3)
K (1, 3)
1
Which point best represents the
coordinates (3, - 2)?
A
B
P
Q
≥
C
D
0
1
R
S
2
3
4
5
6
7
8
9
10
x
What are the coordinates of
vertex N to create rectangle
KLMN?
≥
A
B
(7, 7)
(1, 10)
C
D
(10, 3)
(10, 1)
GO ON
48
Mathematics
2011 ISAT Grade 7 Sample Book
3349670
31
3349670_AR1
3484217
32
3484217_AR1
The dimensions of rectangle N are
half the dimensions of rectangle M.
4 cm
4 cm
M
N
Which of the following must be
true about the two rectangles?
What three-dimensional shape
could be formed by folding this
figure on the dashed line
segments?
≥
A
B
C
D
A
B
Rectangular prism
Square pyramid
Triangular prism
Triangular pyramid
C
≥D
The area of rectangle N is half
the area of rectangle M.
The perimeter of rectangle N is
equal to the perimeter of
rectangle M.
The area of rectangle N is equal
to the area of rectangle M.
The perimeter of rectangle N
is half the perimeter of
rectangle M.
GO ON
49
Mathematics
2011 ISAT Grade 7 Sample Book
3349226
34
33
3349226_AR1
Triangle PQT is similar to
triangle PRS.
A gardener wants to enclose all
four sides of a rectangular vegetable
garden.
S
What dimensions should the
gardener use in order to enclose
the maximum area with
100 feet of fencing?
T
4m
P
A
B
C
D
10 ft by 10 ft
15 ft by 35 ft
25 ft by 25 ft
35 ft by 65 ft
10 m
Q
R
10 m
What is the length of SR?
8m
≥A
10 m
14 m
20 m
B
C
D
GO ON
50
Mathematics
2011 ISAT Grade 7 Sample Book
35
Figure KLMN is similar to figure WXYZ.
K
N
Z
Y
M
W
X
L
Which side in figure KLMN corresponds to WX in figure WXYZ?
A KN
B NM
C ML
D KL
GO ON
51
Mathematics
3484222
36
2011 ISAT Grade 7 Sample Book
3484222_AR1 to AR5
Look at the circle graph shown
below.
Which set of bars could be
used to create a bar graph that
best represents the data in the
circle graph?
≥A
B
C
D
GO ON
52
Mathematics
2011 ISAT Grade 7 Sample Book
3356854
37
3356854.AR1 to .AR4
Which scatter plot shows the line that best fits the data points given?
y
y
x
x
≥A
C
y
y
x
x
B
D
GO ON
53
Mathematics
2011 ISAT Grade 7 Sample Book
3349237
38
Jo needs an 85% average on her
five math tests. She earned
99%, 85%, 79%, and 88% on her
first four tests.
A hamburger restaurant offers
5 different combinations of
hamburgers. There are french fries,
tater tots, onion rings, and
fried mushrooms that can be
ordered as sides.
What score must she earn on
her fifth test in order to have an
average of exactly 85% for all
five tests?
74%
≥A
79%
85%
88%
B
C
D
3484227
40
How many different
combinations of one hamburger
and one side are possible?
2
5
9
20
A
B
C
≥D
3530065
39
Karen has 2 bags of marbles. The
marbles in each bag are the
same size.
• Bag 1 has only 4 red and
2 white marbles.
• Bag 2 has only 3 red and
7 white marbles.
Karen will choose 1 marble
from each bag without looking.
What is the probability that she
will choose a red marble from
each bag?
1
5
7
16
7
9
6
7
≥A
B
C
D
STOP
54
2011 ISAT Grade 7 Sample Book
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
1
B
6.7.04 Represent repeated factors using exponents.
2
C
6.7.07 Solve problems involving descriptions of numbers, including
characteristics and relationships (e.g., square numbers, prime/composite, prime
factorization, greatest common factor, least common multiple).
3
D
6.7.08 Solve problems and number sentences involving addition, subtraction,
multiplication, and division using integers, fractions, and decimals.
4
D
6.7.10 Identify and apply the following properties of operations with rational
numbers:
– the commutative and associative properties for addition and multiplication;
– the distributive property;
– the additive and multiplicative identity properties;
– the additive and multiplicative inverse properties; and
– the multiplicative property of zero.
5
A
6.7.11 Demonstrate and apply the relationships between addition/subtraction
and multiplication/division with rational numbers.
6
C
6.7.13 Estimate the square root of a number less than 1,000 between two
whole numbers (e.g., 41 is between 6 and 7).
7
D
6.7.14 Create and explain ratios that represent a given situation.
8
B
6.7.15 Use proportional reasoning to model and solve problems.
9
B
6.7.16 Read, write, recognize, model, and interpret percents from 0% to 100%.
10
D
7.7.02 Solve problems involving the perimeter and area of polygons and
composite figures using diagrams, models, and grids or by measuring or using
given formulas (may include sketching a figure from its description).
11
D
7.7.02 Solve problems involving the perimeter and area of polygons and
composite figures using diagrams, models, and grids or by measuring or using
given formulas (may include sketching a figure from its description).
12
B
7.7.03 Compare and estimate length (including perimeter), area, volume,
weight/mass, and angles (0° to 180°) using referents.
13
A
7.7.04 Determine the volume and surface area of a right rectangular prism
using an appropriate formula or strategy.
14
D
7.7.05 Solve problems involving unit conversions within the same
measurement system for length, weight/mass, capacity, and square units
(e.g., 1 ft2 = 144 in2).
15
C
8.7.01 Determine a missing term in a sequence, extend a sequence, and
construct and identify a rule that can generate the terms of an arithmetic or
geometric sequence.
16
C
8.7.02 Write an expression using variables to represent unknown quantities.
Assessment Objective
55
2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
17
C
8.7.03 Simplify algebraic expressions by identifying and combining like terms.
18
D
8.7.03 Simplify algebraic expressions by identifying and combining like terms.
19
A
8.7.04 Recognize equivalent forms of algebraic expressions.
20
C
8.7.05 Evaluate or simplify algebraic expressions with one or more integer
variable values (e.g., a2 + b for a = 3 and b = –4).
21
D
8.7.07 Represent linear equations and quantitative relationships on a
rectangular coordinate system, and interpret the meaning of a specific part of
a graph.
22
A
8.7.09 Identify, graph, and interpret inequalities on a number line.
23
A
8.7.10 Represent and analyze problems with linear equations and inequalities.
24
A
8.7.11 Solve linear equations in one variable (e.g., 2x + 3 = 13) and inequalities
involving < or > (e.g., 2x < 6, x + 7 > 10).
25
D
8.7.12 Solve word problems involving unknown quantities.
26
C
9.7.02 Solve problems involving two– and three–dimensional shapes.
27
A
9.7.03 Solve problems using properties of triangles and quadrilaterals
(e.g., opposite sides of a parallelogram are congruent).
28
B
9.7.04 Identify, describe, and determine the radius and diameter of a circle.
29
D
9.7.05 Graph points and identify coordinates of points on the Cartesian
coordinate plane (all four quadrants).
30
B
9.7.06 Represent and identify geometric figures using coordinate
geometry.
31
B
9.7.11 Identify a three–dimensional object from its net.
32
D
9.7.12 Recognize which attributes (such as shape, perimeter, and area) change
or don’t change when plane figures are composed, decomposed, or rearranged.
33
C
9.7.12 Recognize which attributes (such as shape, perimeter, and area) change
or don’t change when plane figures are composed, decomposed, or rearranged.
34
A
9.7.14 Determine if figures are similar, and identify relationships between
corresponding parts of similar figures.
35
D
9.7.14 Determine if figures are similar, and identify relationships between
corresponding parts of similar figures.
36
A
10.7.02 Compare different representations of the same data.
37
A
10.7.04 Identify a reasonable approximation of the line of best fit from a set
of data or a scatter plot.
38
A
10.7.05 Determine and use the mode, range, median, and mean to
interpret data.
56
2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
39
A
10.7.06 Solve problems involving the probability of a simple or compound
event, including representing the probability as a fraction, decimal, or
percent.
40
D
10.7.08 Solve simple problems involving the number of ways objects can
be arranged (permutations and combinations).
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.
57
Mathematics Short-Response
Scoring Rubric
Followed by Student Samples
58
2011 ISAT Grade 7 Sample Book
Mathematics Short-Response Scoring Rubric
The following rubric is used to score the short-response items for all grade levels.
SCORE
LEVEL
DESCRIPTION
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
Using Short-Response Samples
Beginning with the spring 2008 ISAT, the sample short-response question and answer (shown below)
that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the directions
immediately prior to session 2. ISBE encourages educators to practice these types of items with students
during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE SHORT-RESPONSE QUESTION
Sam can buy his lunch at school. Each day, he wants to buy juice that costs 50¢,
a sandwich that costs 90¢, and fruit that costs 35¢.
Exactly how much money does Sam need to buy lunch for 5 days?
Show your work and label your answer.
SAMPLE SHORT-RESPONSE ANSWER
$1.75
50¢ + 90¢ + 35¢r =each
day
fo
My answer
$8.75
3 2
1.75
1.75
1.75
1.75
5
1.7_
+_
_
$8.75 for five days
Please refer to the 2008 and 2009 ISAT sample books for additional short-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
59
2011 ISAT Grade 7 Sample Book
Blank Short-Response Template
Mathematics - Session 2
Question 1
Write your response to question 1 on this page. Only what you write on this page will be scored.
60
2011 ISAT Grade 7 Sample Book
Mathematics Short-Response Sample Item 1
Below is a short-response sample item, followed by 3 samples of student responses.
This short-response sample item is classified to assessment objective 10.7.01, “Read, interpret,
and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two
circles), chart/table, line graph, scatter plot, circle graph, or histogram.”
1
The Venn diagram shows some of the results of a survey in which 75 people were asked
to pick their favorite pizza topping or a combination of toppings.
Pizza Topping Survey
Pepperoni
Sausage
30
29
?
How many of the people picked only sausage?
Show your work.
61
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 1A
Short-Response Student Sample 1A
Rubric Score Point = 2
Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriate
supporting work (a - (b + p) = s…75 – (30 + 29) = s…s = 16 ).
62
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 1B
Short-Response Student Sample 1B
Rubric Score Point = 2
Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriate
supporting work (75 – 30 – 29 = 16 ).
63
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 1C
Short-Response Student Sample 1C
Rubric Score Point = 1
Note: The student identifies the number of people who chose sausage only (16 ), but does not show
appropriate supporting work.
64
2011 ISAT Grade 7 Sample Book
Mathematics Short-Response Sample Item 2
Below is a short-response sample item, followed by 3 samples of student responses.
This short-response sample item is classified to assessment objective 9.7.15, “Determine the
distance between two points on a horizontal or vertical number line.”
2
The thermometer below shows what the high and low temperatures in degrees Fahrenheit
were for one day.
°F
50
40
High Temperature
30
20
10
0
Low Temperature
—10
What is the difference between the high and low temperatures for this day?
Show your work.
65
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 2A
Short-Response Student Sample 2A
Rubric Score Point = 2
Note: The student identifies the difference of 44 degrees and shows appropriate supporting work
( 38 – –6 = 44…44 degrees).
66
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 2B
Short-Response Student Sample 2B
Rubric Score Point = 2
Note: The student identifies the difference of 44 degrees and shows appropriate supporting work by
utilizing the mathematical concept of absolute value (|–6°| + |38°| = 6 + 38 = 44 °).
67
2011 ISAT Grade 7 Sample Book
Short-Response Student Sample 2C
Short-Response Student Sample 2C
Rubric Score Point = 1
Note: The student computes the correct difference of 44 degrees and lists the endpoints, but does not
show supporting work.
68
Mathematics Extended-Response
Scoring Rubric
Followed by Student Samples
69
2011 ISAT Grade 7 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
MATHEMATICAL KNOWLEDGE:
LEVEL 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
• identifies all important elements of
• gives a complete written explanation of the
problem’s mathematical concepts and
the problem and shows complete
solution process; clearly explains what was
principles
understanding of the relationships among
done and why it was done
elements
• uses appropriate mathematical terminology
• may include a diagram with a complete
and notations including labeling answer if • shows complete evidence of an appropriate
explanation of all its elements
appropriate
strategy that would correctly solve the
problem
• executes algorithms and computations
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 an answer
• 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
70
2011 ISAT Grade 7 Sample Book
Using Extended-Response Samples
Beginning with the spring 2008 ISAT, the sample extended-response problem and solution (shown
below) that appeared in the 2006 and 2007 ISAT test directions will no longer be included in the
directions immediately prior to session 3. ISBE encourages educators to practice these types of items
with students during the course of the school year so they are familiar with them prior to ISAT testing.
SAMPLE EXTENDED-RESPONSE PROBLEM
Mrs. Martin wants to put tiles on the floor by the front door of her house. She wants
to use 3 different colors of tiles in her design.
She also wants
1
— of the tiles to be blue,
2
1
— of the tiles to be gray, and
4
1
— of the tiles to be red.
4
Use the grid below to design a floor for Mrs. Martin. Label each tile with the first
letter of the color that should be placed there.
Show all your work. Explain in words how you found your answer. Tell why you
took the steps you did to solve the problem.
SAMPLE EXTENDED-RESPONSE SOLUTION
B
B
G
R
B
B
G
R
B
B
G
R
B
B
G
R
B
B
G
R
B
B
G
R
–1
2 blue
–1 gray
4
–1
4 red
First , I know that there are 4 equal rows, so 2 rows is half and
1 row is –41 . So I made 2 rows B for blue because she wants
half the tiles blue. Then I made 1 row G for gray because she
wants –41 of the tiles to be gray. Since she wants gray and red
to be the same amount of tiles, I made the last row R for red.
Please refer to the 2008 and 2009 ISAT sample books for additional extended-response items and
student samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
71
2011 ISAT Grade 7 Sample Book
Blank Extended-Response Template
Mathematics - Session 3
Problem 1
DIRECTIONS
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
72
2011 ISAT Grade 7 Sample Book
Mathematics - Session 3
Problem 1 (continued)
73
2011 ISAT Grade 7 Sample Book
Mathematics Extended-Response Sample Item 1
Below is an extended-response sample item, followed by 3 student samples.
This extended-response sample item is classified to assessment objective 8.7.12, “Solve word
problems involving unknown quantities.”
1
Company A and Company B each have a plan that allows a customer to download music.
• Company A charges a one-time $5 membership fee, and each song costs $0.75.
• Company B does not charge a membership fee, and each song costs $1.
How many songs would need to be downloaded so that the costs for Company A’s
plan and Company B’s plan are equal?
Show all your work. Explain in words how you found your answer. Write why you
took the steps you did to solve the problem.
74
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1A
DIRECTIONS
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
75
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1A Continued
76
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1B
DIRECTIONS
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
77
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1B Continued
78
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1C
DIRECTIONS
Make sure you
– show all your work in solving the problem,
– clearly label your answer,
– write in words how you solved the problem,
– write in words why you took the steps you did to solve the problem, and
– write as clearly as you can.
79
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1C Continued
80
2011 ISAT Grade 7 Sample Book
Scoring Guide for “Music Download”
To solve this problem, students are asked to determine equal costs for two different companies when
downloading music.
Extended-Response Student Sample 1A
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
The response shows complete
understanding of the problem's
mathematical concepts and
principles. The student provides a
correct total number of songs (12
songs) with correct work
demonstrating even cost in
dollars, including the addition of
the $5 membership fee for
Company A (0.75 x 4 = 3.00, 3.00 +
5.00 member fee = 8.00, 1.00 x 8 =
8.00 . . . 8 songs + 4 songs = 12
songs). The response does not
indicate how many songs need to
be downloaded from each
company, but a comparison
between companies has been
made in the solution process and
it is acceptable to provide an
answer as the total number of
songs downloaded.
The response identifies all
important elements of the
problem, shows complete
understanding of the relationships
among elements, and uses an
appropriate strategy to correctly
solve the problem (12 songs). The
student showed evidence to find
the number of songs from
Company A that would cost an
exact dollar amount (0.75 x 4 =
3.00), showed evidence of using
the membership fee (3.00 + 5.00),
showed evidence to find the
number of songs from Company B
that would equal Company A’s
cost (1.00 x 8 = 8.00), and showed
evidence to find the total number
of songs needed so that the costs
for Company A’s plan and
Company B’s plan are equal
(8 songs + 4 songs = 12 songs).
The response gives a complete
explanation of the solution
process. The student clearly
explains what was done in the
solution process and why it was
done. The student explains the
use of the membership fee (+ 5.00
member fee), explains why
seventy-five cents was multiplied
by 4 (to find out how many songs
would have to be downloaded),
why one dollar was multiplied by
eight (to find how many songs
would have to be downloaded), and
why 4 songs was added to 8 songs
(to find the total number of songs).
81
2011 ISAT Grade 7 Sample Book
Extended-Response Student Sample 1B
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
The response shows complete
understanding of the problem's
mathematical concepts and
principles. The student provides a
correct total number of songs that
need to be downloaded from
both companies (20 songs) with
correct work demonstrating even
cost in dollars, including the
addition of the membership fee
[0.75x Company A’s song cost + 5
membership fee = x, company B’s
song cost, 1x reduced to x, 4(5) =
(.25x)4, 20 = x].
The response identifies all
important elements of the
problem, shows complete
understanding of the relationships
among elements, and uses an
appropriate strategy (an equation)
to correctly solve the problem (20
songs). The student shows
evidence of using the cost of one
download from Company A
(0.75x), the membership fee (+ 5
membership fee), and the cost of
one download from Company B
(x, company B’s song cost, 1x
reduced to x).
The response gives a complete
explanation of the solution
process. The student clearly
explains what was done in the
solution process and why it was
done. The student explains why
“x” was used in the equation (for
the number of songs), why five
dollars was added (membership
fee, which was 5 dollars), why
“0.75x” was subtracted from both
sides (to isolate the variable), and
why “20 songs” is the answer (the
plans would be equal ).
Extended-Response Student Sample 1C
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
2
2
3
The response shows some
understanding of the problem’s
mathematical concepts and
principles. The response shows
correct work, without the
membership fee, to find the
number of songs (4 songs) that
need to be downloaded from
Company A to equal an exact
dollar amount (75 + 75 + 75 + 75 =
300). There is no work provided
for Company B.
The response identifies some
important elements of the
problem, but shows only limited
understanding of the relationships
among them. The student
provides some evidence of a
beginning strategy for Company A
(add 75 + 75 4 times), but no
membership fee is used for
Company A, and there is no
evidence of a strategy for
Company B.
The response gives a nearly
complete explanation of the
solution process, clearly
explaining what was done and
only beginning to explain why it
was done. The student explains
what was done in the solution
process ( you will have to add 75 +
75 4 times and you will get $3.00),
but only begins to explain why
this step was taken (so 4 songs
would be downloaded to have both
company's equal each other ).
82
Illinois Standards Achievement Test
Science Samples
83
2011 ISAT Grade 7 Sample Book
Structure of the Grade 7 Science ISAT
ISAT Science testing in spring 2011 will consist of 82 items: 30 norm-referenced, as well as
52 criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10
Science assessment, developed by Pearson, Inc. The 52 criterion-referenced items were written by
Illinois educators and pilot tested with Illinois students.
Item Formats
All 82 items will be in multiple-choice format. All items are aligned to the Illinois Science Assessment
Framework, which defines the elements of the Illinois Learning Standards that are suitable for state
testing.
Science 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 policy does not affect students who already receive
extended time as determined by their IEP.
Science ISAT Grade 7
Session 1
45 minutes
41 multiple-choice items
(30 of these are an abbreviated form of the Stanford 10.)
Session 2
45 minutes
41 multiple-choice items
(Some items will be pilot items.)
Cumulative Knowledge
ISAT tests students on the knowledge and skills that they should have acquired by grade 4 and grade 7.
Proper curriculum alignment can establish which assessment objectives are covered at each grade level
so that by the spring of any given year, all objectives have been presented. It is not the sole
responsibility of a 4th grade teacher or a 7th grade teacher to teach all of the assessment objectives
contained within the framework.
The grade 4 ISAT will assess the grade 4 assessment objectives. The grade 7 ISAT will assess the
grade 7 assessment objectives but may also include the assessment objectives from grade 4. The sample
items within this booklet provide the reader with an opportunity to see the ISAT format and how the
items align to the assessment framework.
84
Science
2011 ISAT Grade 7 Sample Book
3484783
Bacterium 1
Number of
Bacteria
A student wants to perform
an experiment to test how
much water bean plants need
for good growth. Which factor
should be changed?
0
The temperature
The amount of light
The amount of water
The amount of soil
XNF122
2
Amount of Rainfall in Centimeters
Time
0
Average Rainfall in an Area
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Bacterium 2
0
Bacterium 3
XNF122.AR1
3484784_AR1
Time
Bacterium 4
Number of
Bacteria
A
B
C
D
Number of
Bacteria
≥
3484784
3
Number of
Bacteria
1
Time
0
Time
These graphs show the rate
at which four different
disease-producing bacteria
grow. Which bacterium would
produce a disease in the shortest
amount of time?
≥A
J
F M A M J
Bacterium 1
B Bacterium 2
C Bacterium 3
D Bacterium 4
J A S O N D
Month
How much more rain fell in
February than in November?
≥
A
B
C
D
4 centimeters
6 centimeters
14 centimeters
16 centimeters
GO ON
85
Science
2011 ISAT Grade 7 Sample Book
3484799
4
300
3484799_AR1
3484803
5
mL
3484803_AR1
Look at this picture of a candle.
200
100
Which statement is a direct
visual observation?
If the volume of the rock
immersed in the graduated
cylinder is 60 mL, what will the
level of the water be after the
rock is removed?
≥
A
B
C
D
≥
A
B
C
D
The candle is heavy.
The flame is hot.
The candle is lit.
The wax is soft.
30 mL
90 mL
120 mL
150 mL
GO ON
86
Science
2011 ISAT Grade 7 Sample Book
3484805
6
3484805_AR1
An experiment was conducted to determine the feeding rate at which two different water
beetles eat frog eggs. The data are shown in the following graph.
Total Number of Frog Eggs Eaten
50
+
40
+
+
+
+
30
20
0
Beetle A =
Beetle B =
+
10
+
+
1
2
3
4
5
6
Time (minutes)
How many frog eggs did Beetle B eat in the first 4 minutes?
≥
A
B
C
D
20
30
60
90
GO ON
87
Science
2011 ISAT Grade 7 Sample Book
3484806
7
Compound,
Simple,
many leaflets
one leaf
[Honey Locust] [White Oak]
3484806_AR1
Compound,
Simple,
many leaflets
one leaf
[Horse Chestnut] [Silver Maple]
ALTERNATE
Short,
in bunches of 3
[Yellow Pine]
Long,
in bunches of 5
[White Pine]
on
stem
on
stem
OPPOSITE
BROAD AND FLAT
WITH NEEDLES
LEAVES OF TREES
What is the name of this plant?
≥A
White Pine
B Honey Locust
C Silver Maple
D White Oak
GO ON
88
Science
2011 ISAT Grade 7 Sample Book
3346316
8
3346316_AR1
3348364
9
A Euglena contains a structure called
a flagellum.
An amoeba divides into two
identical daughter cells. They
have exactly the same
characteristics as the parent
amoeba. Which best describes
the amoeba’s division?
Flagellum
≥
A
B
C
D
Diffusion
Meiosis
Mitosis
Osmosis
3484786
10
What is the function of the
flagellum?
≥
A
B
C
D
Reproduction
Movement
Protection
Food gathering
B
b
B
BB
Bb
b
Bb
bb
3484786_AR1
This is a diagram of a genetic
cross. In guinea pigs, black
hair color is dominant (B) and
white hair color is recessive (b).
What hair color are the guinea
pigs’ offspring?
≥
A
B
C
D
All black
All white
Mostly black with some white
Mostly white with some black
GO ON
89
Science
2011 ISAT Grade 7 Sample Book
3484788
11
3484804
13
In a food chain, which are
the most efficient users of
solar energy?
≥A
Herbivores
B Carnivores
C Omnivores
D Parasites
3484804_AR1
Group A
Group B
Grasshopper
Owl
Deer
Opossum
Robin
Moth
Beaver
Bat
Why were these animals placed
into these groups?
3461796
12
≥A
One group is active during
the day; the other group is
active at night.
B One group lives near
prairies; the other group
lives near forests.
C One group benefits people; the
other group is a pest to people.
D One group eats only plants; the
other group eats only meat.
In Illinois, the constellation
Orion can be seen in the night
sky in winter. Why can this
constellation not be seen in the
summer?
≥
A Earth is tilted away from the
constellation.
B Earth orbits to the other side of
the sun.
C Brighter constellations block
Orion from view in the
Northern Hemisphere.
D The orbit of the moon blocks
Orion from view in the
Northern Hemisphere.
3484787
14
Green plants are important to
animals because the plants —
≥
A consume food and give
off oxygen
B consume food and give
off carbon dioxide
C produce food and give
off oxygen
D produce food and give
off carbon dioxide
GO ON
90
Science
2011 ISAT Grade 7 Sample Book
3484789
15
3484801
17
3484801_AR1
Snakes feed on mice. The mice
eat grain crops. When the crops
are plentiful, what will happen?
≥
A The mouse population
will decrease.
B The snake population
will increase.
C The snake population
will decrease.
D The mouse population
will not change.
3484800
16
You need to put a metal rod
into a hole in a metal cylinder.
It is too tight. Which would
be the best strategy to make
the rod fit?
3484800_AR1
Snake
Hawk
Bird
Squirrel
≥
Level III
Fox
Rabbit
Mole
Insect
Level II
Plants
A Heat the rod and cylinder.
B Cool the rod and cylinder.
C Heat the rod and cool
the cylinder.
D Cool the rod and heat
the cylinder.
Level I
If foxes and hawks are
removed from this food web,
one result will be —
≥
A
B
C
D
a decrease in snakes
an increase in rabbits
an increase in insects
a decrease in moles
GO ON
91
Science
2011 ISAT Grade 7 Sample Book
3484797
18
3345497
20
Which is the best method for
a student to identify a solution
as an acid or a base?
What property of light waves
can be observed as light waves
pass from one medium to
another and change speed?
≥A
Use litmus paper.
B Taste the solution.
C Dilute in water.
D Heat the solution.
≥
A
B
C
D
Diffraction
Refraction
Reflection
Separation
3484790
19
Most of the chemical energy of
the gasoline burned in a car is
not used to move the car but is
changed into —
≥
A
B
C
D
XNG018
21
electricity
heat
magnetism
sound
XNG018.AR1
Applying the brakes on this
bicycle causes it to slow down
because the brakes —
≥A
produce friction
B use gravity to slow down the
bicycle
C add energy to the bicycle
D help cool the bicycle’s tires
GO ON
92
Science
2011 ISAT Grade 7 Sample Book
22
1
2
3
4
If these four identical balls are dropped at the same time and from the same height,
which ball will land first?
A
B
C
D
Ball 1
Ball 2
Ball 3
Ball 4
GO ON
93
Science
2011 ISAT Grade 7 Sample Book
YNF156
23
3348422
25
What type of rock is formed in
layers?
Which of these parts of an
animal would be most likely to
form a fossil?
≥
A
B
C
D
≥A
Sedimentary
B Igneous
C Granite
D Obsidian
Heart
Kidney
Eye
Tooth
3484793
24
1
3
Sediment
3
Lithification
Sedimentary
Rock
2
Metamorphism
Igneous
Rock
5
3484802_AR1
Rock Cycle
4
Weathering
4
2
3484802
26
3484793_AR1
6
Metamorphic
Rock
5
Cooling
(or crystallization)
Which rock layer is probably
the oldest?
≥
A
B
C
D
Magma
1
Melting
Erosion occurs at —
1
3
4
6
≥
A
B
C
D
position 1
position 2
position 3
position 4
GO ON
94
Science
2011 ISAT Grade 7 Sample Book
3344829
27
3484795
29
Wind occurs when air masses
move from one place to
another. What causes the
movement of air masses?
≥
A
B
C
D
3484795_AR1
Position 2
Position 4
The position of the moon
The heating of the air
The rotation of Earth
The condensation of air
Position 1
Sun
June
21st
Position 3
3461819
28
Earth Orbit
What does the color of a star
indicate?
≥
A
B
C
D
At which position in Earth’s
orbit are daytime and
nighttime equal?
Age
Size
Distance
Temperature
≥A
1
B 2
C 3
D 4
GO ON
95
Science
2011 ISAT Grade 7 Sample Book
3484798
30
3461824
31
When modern
disease-controlling
medicines and practices
are introduced in developing
countries, the first major
change is that —
Karen just bought a new battery
for her car. What should she do
with the old battery?
≥A
life spans increase
B birthrates decrease
C the population decreases
D the water supply increases
≥
A Wrap the battery in a
biodegradable bag and bury it.
B Put it in the garbage to be taken
to a landfill.
C Dispose of it in the empty field
behind her house.
D Leave it with the dealer to
recycle.
GO ON
96
Science
2011 ISAT Grade 7 Sample Book
3547798
32
3547798_AR1 to AR4
Which pole arrangement of the four magnets will hold the cabinet door shut most
tightly when it is closed?
S
N
N
S
N
S
S
N
N
S
N
S
≥
A
N
S
S
N
C
N
S
N
S
S
N
N
S
S
N
S
N
S
N
B
S
N
D
GO ON
97
Science
2011 ISAT Grade 7 Sample Book
3461806
33
3461823
35
New studies on a drug that
regulates blood pressure show
that it can cause harmful
side effects if used for many
years. What should the
manufacturer do?
Why are different constellations
of stars seen during different
seasons?
≥A
Earth is on a different side of the
sun during each season.
B Seasonal changes in the
magnetic poles create the
northern lights, which block
the view.
C The Milky Way revolves to a
different position with each
season.
D Constellations move around the
sun during different seasons.
≥A
Inform the public and remove
the drug from the market
immediately.
B Ignore the new studies because
all drugs have harmful long-term
side effects.
C Market the drug under a new
name to avoid bad publicity.
D Destroy the new results.
3547904
34
DNA testing is important in —
≥
A
B
C
D
architecture.
law enforcement.
computer programming.
banking.
GO ON
98
Science
2011 ISAT Grade 7 Sample Book
3547907
36
3547907_AR1
G
F
H
Earth
Sunlight
E
A
D
B
C
As seen from Earth, at which position would the moon appear to be full?
≥A
Position A
B Position B
C Position C
D Position D
GO ON
99
Science
2011 ISAT Grade 7 Sample Book
3533604 3533604_AR1
37
3531254 3531254_AR1
38
A Soil Profile
1
2
3
4
Which best describes the
characteristics of this leaf?
≥
A
B
C
D
5
Simple, pinnate
Simple, palmate
Compound, pinnate
Compound, palmate
According to the soil profile,
in which layer are most of the
soil’s nutrients most likely
found?
≥A
1
B 2
C 3
D 5
GO ON
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Science
2011 ISAT Grade 7 Sample Book
3461793
39
3469655
41
Percentage Home Use of Water (U.S.)
After a recent experiment, a
scientist noticed that the
computer simulation varied
from the actual experiment.
What should the scientist do?
Household Cleaning
3%
Laundry
Drinking
≥A
Repeat the experiment several
times in order to verify the
results.
B Adjust the computer’s program
so it matches the actual results.
C Ignore the actual results as
inaccurate because computers
are very precise.
D Ignore the simulation as
inaccurate because of a possible
computer virus.
Kitchen
Use
≥
Flush Toilets
40%
Bathing
37%
The percentages show how
water is used in homes in the
United States. Which is most
likely to conserve the most
water?
Which structure makes a plant
cell rigid?
A
B
C
D
Garden/Lawn
3%
Car Washing
1%
4%
5%
7%
3344862
40
3469655_AR1
≥A
Reducing the water used to
flush toilets
B Putting suds savers on
washing machines
C Prohibiting the use of treated
water for lawns and gardens
D Reducing the amount of water
used per load in a dishwasher
Chromosome
Chloroplast
Cell wall
Cell membrane
GO ON
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Science
2011 ISAT Grade 7 Sample Book
3461799
42
3346357
44
A scientific illustrator was asked
to draw the human digestive
system. Knowledge of which
branch of science would help
her the most?
≥
A
B
C
D
3346357_AR1
A lab group is given 5 meters of
string, a drinking straw, a balloon,
and tape. The group uses these
materials to demonstrate rocket
motion as shown below.
Geology
Ecology
Anatomy
Paleontology
3461820
43
What would most likely make
the balloon rocket go faster?
Why does the moon have more
effect on the tides than the sun?
≥
A The moon is more dense than
the sun.
B The moon is in motion in space,
while the sun is not.
C The moon is larger than the sun.
D The moon is nearer to Earth
than the sun.
≥
A Holding the string so that it is
less tight
B Using a wider straw
C Filling the balloon with more air
D Wrapping the tape all the way
around the balloon
GO ON
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Science
2011 ISAT Grade 7 Sample Book
47
45
Some scientists are concerned
that television, radio, and
newspapers report the outcome
of experiments too quickly.
What would be the major
scientific concern?
t = 0 seconds
ramp
100 cm
A Conclusions may be drawn by
the public before the results are
verified by other laboratories.
B Other agencies may hear of the
experiments and claim credit
for them.
C Commercial organizations may
copy the ideas and sell them
for profit.
D The level of scientific research is
lowered to a media event.
t = 2 seconds
In 2 seconds, a ball travels
100 cm. What is the average
speed of the ball?
A
B
C
D
25 cm/sec
50 cm/sec
100 cm/sec
200 cm/sec
48
work ⫽ force ⫻ distance
46
A girl weighs 200 newtons. How
much work does she do
climbing 10 meters of steps?
A politician supports a bill to
increase the drilling of offshore
oil wells. What is the most
likely reason that he supports
the bill?
A
B
C
D
A Hurricanes offshore could cause
oil pollution.
B Offshore wildlife will increase in
numbers.
C People would have more oil
to use.
D Beaches along the shore could
be polluted.
20 joules
190 joules
210 joules
2000 joules
GO ON
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Science
2011 ISAT Grade 7 Sample Book
49
50
Mitosis
The picture below shows a section of
the periodic table of elements.
Meiosis
7
8
9
N
O
F
14.007
15.999
18.998
15
16
17
P
S
Cl
30.974
32.06
35.453
33
34
35
As
Se
Br
74.922
78.96
79.904
Which three elements should
be classified together?
A
B
C
D
Why does a gamete produced
during meiosis have half as
many chromosomes as a
daughter cell produced during
mitosis?
Nitrogen, fluorine, bromine
Astatine, sulfur, fluorine
Nitrogen, sulfur, bromine
Oxygen, sulfur, selenium
51
When heated, sulfuric acid
breaks down into sulfur trioxide
and water. From the equation
below, which answer shows the
equation as balanced?
A Meiosis does not involve a step
in which the original cell makes
a copy of its chromosomes.
B Meiosis involves a second cell
division that separates identical
chromosomes.
C Mitosis does not involve a step
in which the original cell makes
a copy of its chromosomes.
D Mitosis involves a second cell
division that separates identical
chromosomes.
H2SO4 → H2O ⫹ S___
A
B
C
D
O3
O2
O4
O5
GO ON
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Science
2011 ISAT Grade 7 Sample Book
52
Ryan and Kim-Lee boiled some water in a beaker. Then they turned off the heat source
and added five ice cubes to the water. Which of these thermometers shows what most
likely happened to the temperature of the water after ten minutes?
CELSIUS
130º
120º
110º
100º
90º
80º
70º
60º
50º
40º
30º
20º
10º
0º
-10º
CELSIUS
130º
120º
110º
100º
90º
80º
70º
60º
50º
40º
30º
20º
10º
0º
-10º
CELSIUS
130º
120º
110º
100º
90º
80º
70º
60º
50º
40º
30º
20º
10º
0º
-10º
CELSIUS
130º
120º
110º
100º
90º
80º
70º
60º
50º
40º
30º
20º
10º
0º
-10º
A
B
C
D
53
54
Dave read that on January 1,
Earth is slightly closer to the
sun than on July 1. Why, then,
is it colder in Illinois in January
than in July?
Jenna flips a coin ten times. It
lands on heads seven times and
on tails three times. She
concludes that a coin lands on
heads more often than on tails.
Why is her conclusion possibly
invalid, even though it agrees
with her results?
A The Northern Hemisphere is
tilted away from the sun in
January.
B The greenhouse effect is stronger
in the Northern Hemisphere in
July.
C The snow on the ground lowers
the air temperature in January.
D The moon pulls the heat away
from Earth in January.
A Her results would probably differ
if she collected more data.
B Newton’s third law of motion
contradicts her conclusion.
C She should have flipped the coin
only twice.
D She did not state a hypothesis.
GO ON
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2011 ISAT Grade 7 Sample Book
56
55
1
Which label represents the
greatest potential hazard in the
lab setup shown?
2
2
1
4
3
3
4
A
B
C
D
In the diagram, which feature is
most useful in classifying this
leaf as a dicot?
A
B
C
D
1
2
3
4
1
2
3
4
GO ON
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Science
2011 ISAT Grade 7 Sample Book
57
Will and Adelle are making a
slide show presentation. The
topic of the presentation is,
“The Effects of Movement in
the Lithosphere.” Which of
these slides would most likely
be included in their
presentation?
Volcano
A
Hurricane
B
Tornado
C
Sunspots
D
STOP
107
2011 ISAT Grade 7 Sample Book
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
Assessment Objective
C
11.7.01 Understand how to follow procedures relating to scientific
investigations including formulating hypotheses, controlling variables,
collecting and recording and analyzing data, interpreting results, and reporting
and displaying results.
B
11.7.02 Distinguish among and answer questions about performing the
following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.
A
11.7.02 Distinguish among and answer questions about performing the
following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.
C
11.7.02 Distinguish among and answer questions about performing the
following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.
C
11.7.02 Distinguish among and answer questions about performing the
following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.
6
B
11.7.02 Distinguish among and answer questions about performing the
following: observing, drawing a conclusion based on observation, forming
a hypothesis, conducting an experiment, organizing data, constructing and
reading charts and graphs, and comparing data. Recognize the common units
of the metric system.
7
A
12.7.01 Understand how scientists classify organisms. Identify common
insects, flowers, birds, reptiles, and mammals using a dichotomous key.
8
B
12.7.04 Understand that some organisms are unicellular, others multi-cellular.
Understand that some unicellular organisms are like tiny animals, able to
propel themselves or change their shape and that they are endowed with
sensation.
9
C
12.7.06 Understand that cells divide to increase their numbers, and the
process of cell division called mitosis results in two daughter cells each with
identical sets of chromosomes.
1
2
3
4
5
108
2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
10
C
12.7.12 Understand that heredity is based on the probability of inheriting a
given trait for which one or both of the parents carries a gene, and that this
probability can be calculated given the genetic make-up of the parents with
regard to that kind of trait (e.g., blue eyes) using a Punnett Square.
11
A
12.4.07 Understand the concept of food chains and food webs and the related
classifications of plants or animals (e.g., producers, decomposers, consumers,
herbivores, carnivores).
B
12.4.47 Identify the order of planets from the sun, and know that the further
planets take longer to go around the sun. Understand that all planets in our
solar system revolve around the sun. Because Earth revolves around the sun,
objects (e.g., stars, planets, constellations) in the sky appear to change
position throughout the year. Know that it takes Earth 365 ¼ days to revolve
around the sun.
13
A
12.4.10 Identify the basic classifications of animals based on how they
interact with their environment [e.g., (a) Some animals are active in the
daytime (diurnal), others in the night time (nocturnal). (b) Some animals have
a body temperature that stays the same regardless of significant temperature
changes in their immediate environment (warm blooded), others have a
body temperature that rises and falls with the temperature changes of their
environment (cold blooded). (c) Some animals are herbivores, others are
carnivores].
14
C
12.7.25 Understand that three important cycles for the survival of living things
in Earth’s ecosystems are the carbon dioxide-oxygen cycle, the water cycle, and
the nitrogen cycle.
15
B
12.7.26 Understand that the number of organisms an ecosystem can support
depends on the resources available and abiotic factors (e.g., the quantity of
light and water, the range of temperatures, soil composition). Know that given
adequate biotic and abiotic resources and no disease or predators, populations
can increase at rapid rates. Understand that lack of resources and other factors
(e.g., predation, climate) limit the growth of populations in specific niches in
the ecosystem.
16
B
12.7.28 Distinguish the various members of a food web and identify the order
of dependence among these members.
17
D
12.4.15 Understand that an increase in temperature generally causes things
to expand, and that a decrease in temperature generally causes things to
contract. Understand that particles move more slowly in a solid than they do in
a liquid or a gas.
18
A
12.7.47 Identify the basic properties of acids and bases. Know the relationship
between acids, bases, and indicators (e.g., blue litmus paper changes to red
when placed in an acid).
12
109
2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
B
12.7.49 Understand that energy appears in many forms, such as heat, light,
sound, chemical, mechanical, solar, nuclear, and electromagnetic energy.
Understand the basic characteristics of each of these kinds of energy.
Understand the nature of kinetic and potential energy.
20
B
12.7.57 Understand that light travels at different speeds in different materials.
Understand that this is why light refracts—or changes direction—namely
because it goes from one material in which it moves at one speed into another
material through which it moves at a different speed.
21
A
12.4.26 Identify the basic forces, such as friction, magnetism, and gravity.
Identify which force is operative in a simple scenario.
22
D
12.4.26 Identify the basic forces, such as friction, magnetism, and gravity.
Identify which force is operative in a simple scenario.
23
D
12.4.33 Understand that some rocks contain plant and animal fossils. Know
how they were formed.
B
12.7.75 Understand that that there are strata (layers) in many places in the
crust of the earth. Understand that the crust of the earth is mostly igneous/
metamorphic, with a relatively thin veneer of sedimentary rock layers in many,
but not all places. Understand the principle of superposition: in a layered
sedimentary sequence, the oldest rocks are usually at the bottom.
A
12.7.75 Understand that that there are strata (layers) in many places in the
crust of the earth. Understand that the crust of the earth is mostly igneous/
metamorphic, with a relatively thin veneer of sedimentary rock layers in many,
but not all places. Understand the principle of superposition: in a layered
sedimentary sequence, the oldest rocks are usually at the bottom.
26
D
12.7.78 Understand that some changes in the solid earth can be described
as the rock cycle: rocks at the earth’s surface weather, forming sediments that
are buried, then compacted, heated, and often recrystalized into new rock.
Eventually, those new rocks may be brought to the surface by the forces that
drive plate motions, and thus the rock cycle continues. Identify the three basic
kinds of rock. Igneous rock is the result of cooled magma; granite, pumice,
and scoria are examples. Sedimentary rock is the result of fine particles from
eroded rocks being re-deposited by water or wind; sandstone and limestone
are examples. Metamorphic rock is the result of rocks being changed by high
temperatures and/or pressures; marble is an example.
27
B
12.7.87 Understand patterns of atmospheric movement and how they
influence weather. Understand that oceans have a major affect on climate
because water in the oceans holds and distributes a large amount of heat.
19
24
25
110
2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
D
12.7.99 Understand that the sun is an average star. Know that a solar system
consists of a sun and planets and other objects that revolve around it. Know
that the planets closest to the sun are hotter than the planets farther away
from the sun. Understand that the color of a star depends on its temperature.
29
B
12.7.100 Identify the relative positions of the earth, moon, and sun when the
moon appears full, new, half, and when a lunar or solar eclipse occurs. Given
a diagram of the sun and the earth in some definite position with its axis of
rotation drawn (and with the poles labeled), identify the earth in the positions
of summer solstice, winter solstice, spring equinox, and fall equinox (for the
northern hemisphere).
30
A
13.7.08 Understand that the introduction of a new technology can affect
human activities worldwide.
31
D
13.4.13 Identify ways to reduce, reuse and recycle materials.
32
A
11.7.07 Identify a design problem and establish criteria for determining the
success of a solution.
33
A
13.7.06 Understand that important social decisions are made on the basis of
risk/benefit analysis (e.g., whether to administer a smallpox vaccine or not).
34
B
13.7.09 Describe how occupations use scientific and technological knowledge
and skills.
35
A
12.4.47 Identify the order of planets from the sun, and know that the further
planets take longer to go around the sun. Understand that all planets in our
solar system revolve around the sun. Because Earth revolves around the
sun, objects (e.g., stars, planets, constellations) in the sky appear to change
positions throughout the year. Know that it takes Earth 365 ¼ days to revolve
around the sun.
36
A
12.7.91 Understand that objects in the solar system are for the most part
in regular and predictable motion. Know that those motions explain such
phenomena as the day, the year, the phases of the moon, and eclipses.
37
C
12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify
leaves as dicot or monocot, simple or compound, and palmately compound or
pinnately compound.
A
12.7.72 Understand that soil consists of weathered rocks and decomposed
organic material from dead plants, animals, and bacteria. Understand that soils
are often found in layers, with each having a different chemical composition
and texture.
28
38
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2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
A
13.7.04 Understand that one set of data is not sufficient evidence for making a
generalization. Identify the kind of reasoning called induction, and know that
the more cases that are seen, the greater the certainty of the generalization
drawn from those cases.
40
C
12.7.03 Identify the main differences between plant cells and animal cells,
namely that plant cells have chloroplasts and cell walls (which provide rigidity
to the plant, since plants have no skeletons). Identify the basic cell organelles
and their functions.
41
A
13.4.13 Identify ways to reduce, reuse, and recycle materials.
42
C
13.7.09 Describe how occupations use scientific and technological knowledge
and skills.
43
D
12.7.92 Understand that gravity is the force that keeps planets in orbit around
the sun and governs the rest of the motion in the solar system. Know that
changes in gravitational forces explain the phenomenon of the tides. Know
that what an object weighs on Earth is different than what it weighs on the
moon or other planets in our solar system. This is due to gravity.
44
C
11.7.08 Compare design solutions; select which one is best given certain
restrictions on available materials, tools, cost effectiveness, and safety.
45
B
12.7.68 Understand how to calculate average speeds, given the distance
traveled and the time taken.
46
C
13.7.12 Analyze the effects of policies on science and technology issues.
47
A
13.7.02 Explain how peer review helps to assure the accurate use of data and
improves the scientific process. Results from scientific investigations can be
discussed.
D
12.7.65 Understand the concept of work. A force acting through distance is
work. Recognize applications of simple machines (wedge, lever, inclined plane,
pulley, screw, and wheel and axle) in common tools.
49
B
12.7.07 Understand that multi-cellular organisms begin as zygotes (a single
egg cell fertilized by a single sperm cell) and that a zygote grows by cell
division and that as the cells multiply, they also differentiate. Understand the
process of meiosis.
50
D
12.7.38 Understand that substances can be grouped by similarities in their
physical properties.
51
A
12.7.48 Know the laws of the conservation of matter and energy. Apply the
conservation of matter as a reason why the number and kinds of atoms in a
chemical change remains constant.
39
48
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2011 ISAT Grade 7 Sample Book
Item
Number
Correct
Answer
Assessment Objective
B
12.7.50 Understand that heat moves in predictable ways, flowing from warmer
objects to cooler ones, until both reach the same temperature (thermal
equilibrium).
A
12.7.98 Understand that the cause of the earth's seasons and the change in
the amount of daylight throughout the year is the tilt of its axis of rotation
with respect to the plane of its orbit. Given a diagram of the earth depicting
(1) its relative position to the sun and (2) the orientation of its axis of rotation
and (3) some circle of latitude, identify the following: (a) the season of the year
(if the circle of latitude is other than the equator), and (b) whether there is more
daylight or more dark hours at that time of year. Understand why the seasons
and daylight hours in opposite hemispheres are opposite to each other.
54
A
13.7.04 Understand that one set of data is not sufficient evidence for making a
generalization. Identify the kind of reasoning called induction, and know that
the more cases that are seen, the greater the certainty of the generalization
drawn from those cases.
55
D
12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify
leaves as dicot or monocot, simple or compound, and palmately compound or
pinnately compound.
56
D
13.7.01 Identify potential hazards in the laboratory and the means of reducing
them.
A
12.7.70 Understand that lithospheric plates constantly move at rates of
centimeters per year in response to movements in the mantle. Understand
that major geological events, such as earthquakes, volcanic eruptions, and
mountain building, result from these plate motions. Understand that over very
long periods of time (millions of years), old mountains wear down, but new
ones arise from catastrophic volcanic and earthquake activity.
52
53
57
To view all the science assessment objectives, download the Illinois Science Assessment Framework for
Grades 4 and 7 online at www.isbe.net/assessment/IAFindex.htm.
113