SAMPLE TEST MATHEMATICS GRADE Calculation and Estimation Measurement Statistics and Probability Algebraic Relationships Geometry 3 It is the policy of the State Board of Education and a priority of the Oregon Department of Education that there will be no discrimination or harassment on the grounds of race, color, sex, marital status, religion, national origin, age or handicap in any educational programs, activities, or employment. Persons having questions about equal opportunity and nondiscrimination should contact the State Superintendent of Public Instruction at the Oregon Department of Education. Office of Assessment & Information Services Oregon Department of Education 255 Capitol Street NE Salem, OR 97310 (503) 947-5600 Susan Castillo State Superintendent of Public Instruction Ken Hermens Language Arts Assessment Specialist Doug Kosty Assistant Superintendent Leslie Phillips Science, and Social Sciences Assessment Specialist Tony Alpert Director, Assessment and Evaluation James Leigh Mathematics Assessment Specialist Steve Slater Manager, Scoring, Psychometrics and Validity Dianna Carrizales Extended Assessment Specialist Kathleen Vanderwall Manager, Test Design and Administration Sheila Somerville Electronic Publishing Specialist INTRODUCTION TO MATHEMATICS KNOWLEDGE AND SKILLS GRADE-LEVEL SAMPLE TESTS BACKGROUND The same weighting across the five strands of mathematics content is used in both sample and operational tests. This chart shows the percent weighting of strands by grade level: The Oregon Department of Education provides sample tests to demonstrate the content and types of questions students in grades 3, 4, 5, 6, 7, 8, and High School might encounter on the Oregon Assessment of Knowledge and Skills (multiple-choice), which is administered each year. 3 4 5 6 7 8 HS ELIGIBLE CONTENT These sample questions were taken from previous years’ tests. They were designed to measure each student’s knowledge of mathematics in each of the five content strands: 2 20 20 20 20 15 15 10 3 15 20 20 20 20 20 20 4 20 20 20 25 30 30 35 5 20 20 20 20 20 20 25 WHY PROVIDE STUDENTS WITH A SAMPLE TEST? Most students feel some anxiety as they approach a test. The more confident students feel about their knowledge of the topic, the less anxious they feel. It also is important that students feel comfortable with the test format and are familiar with test-taking strategies to help them achieve the best possible score. 1. Calculations and Estimations: numbers; computation and estimation; operations and properties 2. Measurement: units and tools; and direct and indirect measurement 3. Statistics and Probability: statistics; probability; collect and display data; data analysis and predictions 4. Algebraic Relationships: patterns and functions; algebraic relationships; modeling; and change 5. Geometry: properties and relationships; modeling; coordinate geometry; and transformations and symmetry. CONTENTS OF THE SAMPLE TEST: This overview of the purpose for sample tests is followed by a list of test-taking tips. The sample test formatting is the same as a paper/pencil operational mathematics test. A “fill-in-the-bubble” answer sheet for the students to practice with follows the actual sample test. The answer key identifies the correct answer, the score reporting category represented, and a conversion of number correct to approximate RIT scale score. The sample test has fewer items than the actual assessment, and may not be used in place of the operational assessment. As in the operational assessment, students are strongly encouraged to use the calculator with which they are most familiar when taking the sample test. The answer key provided at the end of the sample test booklet identifies which of these categories each question is designed to assess. Office of Assessment and Information Services Oregon Department of Education 1 25 20 20 15 15 15 10 i 2008 – 2010 Sample Tests October 2006 USING THE SAMPLE TEST: Students may wish to use the test independently to practice before the actual test administration, checking their own responses against the answer key provided at the end of the booklet. Students may benefit from re-reading the problems and analyzing both the correct and incorrect answers to the multiple-choice questions they missed. Teachers often have their students take the test as a “practice” activity in preparation for the actual Statewide Assessment. In addition to the practice in reading and answering questions, some students may benefit from an opportunity to practice marking bubbles on a separate answer sheet. The answer key could be removed prior to making copies of the sample test for student practice. Copies of the answer key could then be provided to students to check their work or to take home and share with parents. Building principals, superintendents, district testing coordinators, curriculum leaders and others may find the sample test useful in communicating with parents, school site councils, and other community members. Parts of the sample test could be included in a newsletter or shared at meetings of local community groups to help constituents better understand the state assessment system. Although the sample tests are not as comprehensive as the complete tests administered in the Statewide Assessment, they do provide a sampling of the subject area content and difficulty level students will encounter as a part of Oregon’s high academic standards. It is important to remember that students are encouraged to use their calculators and any mathematics manipulatives on the test. Providing these tools in class and encouraging students to use them during the sample test may be very beneficial in encouraging students to take their time and use the appropriate tools to help them solve problems during the actual test administration. In fact, teachers may want to demonstrate how various tools could be used to solve the multiple-choice problems as part of the practice test activities. Assessment Conditions If the practice test is to be administered in “test-like” conditions, the following steps need to be followed: • post a “testing, do not disturb” sign on the window or door of the classroom • go over any directions (e.g., students are to complete the entire test or only a portion of the test at one sitting) • expect the students to work by themselves with no talking during the assessment • monitor student activities during the assessment • provide any of the appropriate accommodations or modifications students use during instruction and might need during testing • expect all students to participate Teachers may use the overall class results to target areas of instruction needing further attention. Parents may find the sample test helpful in clarifying the types of questions their child will encounter on the multiple-choice test. Parents could also assist their child in preparing for the test by practicing at home. The list of test-taking tips gives parents suggestions on ways to reduce test anxiety and promote good study and health habits in preparation for testing. Office of Assessment and Information Services Oregon Department of Education ii 2008 – 2010 Sample Tests August 2008 • TEST-TAKING TIPS BEFORE THE TEST • Develop a positive attitude. Tell yourself, “I will do my best on this test.” • Get a good night’s sleep the night before the test. • Get up early enough to avoid hurrying to get ready for school. • Eat a good breakfast (and lunch, if your test is in the afternoon). DURING THE TEST • Stay calm. • Listen carefully to directions. • Read each test question and all the answer choices carefully. • Eliminate any obvious wrong answers • Solve the problem using paper and pencil, a calculator or by using manipulatives. See if your answer is similar to one of the choices given. • Pace yourself. If you come to a difficult question, it may be better to skip it and go on. Then come back and focus on the difficult questions one at a time. However, going back is a strategy that can only be used when taking a paper/pencil test, not on OAKS Online • Just like the Statewide Assessment, this is not a timed test. If you need more time to finish the test, notify your teacher. • Remember the test questions are not arranged by difficulty. If you get to a question you think is too hard, that doesn’t mean the rest of the test questions will also be too hard. • The teachers who write the test questions use “commonly made mistakes” to identify good distractors, so finding an answer like yours is not a guarantee that it is the correct answer. Office of Assessment and Information Services Oregon Department of Education If you are not sure of an answer to a question, try these tips: ◊ Get rid of the answers you know are not correct and choose among the rest. ◊ Read through all the answers very carefully, and then go back to the question. Sometimes you can pick up clues just by thinking about the different answers you have to choose from. ◊ If you get stuck on a question, skip it and come back later. ◊ It is OK to guess on this test. Try to make your best guess, but make sure you answer all questions. AFTER THE TEST • • • Before you turn your test in, check it over. Change an answer only if you have a good reason. Generally it is better to stick with your first choice. Make sure you have marked an answer for every question, even if you had to guess. Make sure your answer sheet is clearly marked with dark pencil. Erase any stray marks. ADDITIONAL INFORMATION on mathematics assessment may be obtained by contacting James Leigh, Mathematics Assessment Specialist, email to: [email protected] iii 2008 – 2010 Sample Tests August 2008 MEASUREMENTS AREA (A) 1 meter = 100 centimeters 1 kilometer = 1000 meters 1 gram = 1000 milligrams 1 kilogram = 1000 grams 1 liter = 1000 cubic centimeters 1 yard = 3 feet 1 mile = 5280 feet 1 hour = 60 minutes 1 minute = 60 seconds 1 pound = 16 ounces 1 ton = 2000 pounds 1 cup = 8 fluid ounces 1 pint = 2 cups 1 quart = 2 pints 1 gallon = 4 quarts h w l A = lw b A = bh h b 1 A = 2 bh Mathematics▼ 3 DIRECTIONS Read each of the questions below and then decide on the BEST answer. 1 Which 2 shapes have the same area? Mike wanted the biggest piece of pie. Which one of the shaded pieces should he choose? A. A B. B C. C D. D A. 1 and 2 C. 1 and 4 B. 2 and 3 D. 2 and 4 4 2 Which team scored the most total runs? A. Blue Jays B. Hawks C. Eagles D. Condors 5 This log is most like which shape? Carla took a survey of her friends’ chores. How many of her friends have to clean their rooms? A. 20 B. 18 C. 16 D. 14 A. Cube B. Rectangle C. Cylinder D. Cone 2008-2010 Sample Test, Grade 3 Oregon Department of Education M1 Mathematics▼ 6 9 Madison and Remy are in line to buy ice cream. Madison is third and Remy is ninth. How far ahead of Remy is Madison? Using the picture, estimate the weight of 1 apple. A. 3 places B. 6 places C. 7 places D. 12 places 7 This pattern goes from left to right. What is next? A. C. B. D. 8 Which figure shows a line of symmetry? A. 100 g C. 250 g B. 200 g D. 300 g 10 Becky put a sticker on each face of a blank cube. How many stickers did Becky use in all? A. 1 B. 4 C. 6 D. 8 11 Maria has 14 tables. Each table needs 4 chairs. How many chairs does Maria need? A. 14 M2 B. 16 C. 28 D. 56 2008-2010 Sample Test, Grade 3 Oregon Department of Education Mathematics▼ 14 12 Brock swims laps for 30 minutes. What time will he stop? A. 8:20 B. 9:15 The clock shows when recess begins. Recess lasts 15 minutes. What time will it end? A. 10:30 C. 10:25 B. 11:25 D. 11:00 C. 9:20 D. 1:20 15 Students in Corey’s class can sit in this tent to read. How many vertices does the tent have? 13 Look at these 4 equations, and find the next equation that fits the pattern. 0+2=2 1+2=3 2+2=4 3+2=5 A. 7 A. 4 + 2 = 6 B. 9 C. 10 D. 15 B. 3 + 3 = 6 C. 2 + 5 = 7 D. 5 + 5 = 10 16 8+ =5+6 =? A. 3 B. 4 C. 11 D. 19 2008-2010 Sample Test, Grade 3 Oregon Department of Education M3 Mathematics▼ 17 21 y – 25 = 89 Which object is shaped MOST like a sphere? What is the value of y? A. Globe C. Frisbee A. B. Pie D. Football B. 104 64 C. 114 D. 115 18 22 What number goes in the box? 2+5+ Chad had one candy bar to share with 4 friends. He divided the candy bar into 6 equal pieces. There was one extra piece, so Chad took it also. What fraction of the candy bar did Chad take in all? =6+4 A. 2 C. 4 B. 3 D. 6 19 How many faces are there on a cube? A. 8 B. 6 C. 4 D. 2 A. 20 1 6 B. 2 6 C. 1 5 D. 1 4 What is the value of the circled digit in the number 644? A. B. C. D. M4 2008-2010 Sample Test, Grade 3 Oregon Department of Education Mathematics▼ 23 25 Sam is watering the yard. Clock 1 shows when Sam started. Clock 2 shows when Sam stopped. How long did Sam water his yard? A. 1 hour, 10 minutes B. 40 minutes C. 30 minutes Adam looks at the classroom clock on the wall. Adam’s class goes home at 2:15. How much longer until he goes home? D. 20 minutes 24 A. 62 min. C. 42 min. B. 52 min. D. 32 min. 26 According to the chart, which statement is true for a player's home run total improvement from 1989 to 1990? Order the fractions from least to greatest: A. 1 1 1 3 , , , 2 8 3 4 B. 1 1 1 3 , , , 8 3 2 4 1 1 3 1 , , , C. 2 3 4 8 D. 3 1 1 1 , , , 4 2 3 8 2008-2010 Sample Test, Grade 3 Oregon Department of Education A. McGuire improved by 5 home runs. B. Griffey improved by 15 home runs. C. McGuire improved by 15 home runs. D. Griffey improved by 20 home runs. M5 Mathematics▼ 29 27 Which shape has the most lines of symmetry? A. B. C. D. 28 If the bus broke down and those students had to ride their bikes, ___ students would be riding their bikes to school. M001104 B 191 Which is the best estimation of 319 + 406? A. 600 C. 800 B. 700 D. 900 A. 2 B. 4 C. 6 D. 10 30 8+3= +6 =? A. 4 B. 5 C. 11 D. 17 M6 2008-2010 Sample Test, Grade 3 Oregon Department of Education Oregon Mathematics Sample Test Use number 2 pencil. Do NOT use ink or ball point pen. Make heavy dark marks that completely fill the circle. Erase completely any marks you wish to change. Name of Student Name of Teacher Name of School 1 A B C D 11 A B C D 21 A B C D 2 A B C D 12 A B C D 22 A B C D 3 A B C D 13 A B C D 23 A B C D 4 A B C D 14 A B C D 24 A B C D 5 A B C D 15 A B C D 25 A B C D 6 A B C D 16 A B C D 26 A B C D 7 A B C D 17 A B C D 27 A B C D 8 A B C D 18 A B C D 28 A B C D 9 A B C D 19 A B C D 29 A B C D 10 A B C D 20 A B C D 30 A B C D GRADE 3 MATHEMATICS SAMPLE TEST KEY 2008 – 2010 Test Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 Correct Answer Number Correct 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 D B A C C B A C A C D C A C C A A B B D C B B B B A B B D B Score Reporting Category Calculations and Estimations Statistics and Probability Measurement Statistics and Probability Geometry Calculations and Estimations Algebraic Relationships Geometry Measurement Geometry Calculations and Estimations Measurement Algebraic Relationships Measurement Geometry Algebraic Relationships Geometry Algebraic Relationships Geometry Calculations and Estimations Algebraic Relationships Calculations and Estimations Measurement Calculations and Estimations Measurement Statistics and Probability Geometry Calculations and Estimations Statistics and Probability Algebraic Relationships CONVERTING TO A RIT SCORE RIT score Number Correct 163.4 16 171.0 17 175.8 18 179.3 19 182.3 20 184.8 21 187.1 22 189.3 23 191.2 24 193.1 25 194.9 26 196.7 27 198.4 28 200.1 29 201.8 30 SRC Coding 1.1.35 3.4.31 2.2.311 3.3.35 5.1.31 1.1.31 4.1.31 5.4.31 2.2.38 5.1.34 1.2.37 2.2.31 4.1.33 2.2.31 5.1.34 4.2.31 5.1.31 4.2.31 5.1.32 1.1.33 4.2.31 1.1.31 2.2.31 1.1.35 2.2.31 3.4.31 5.4.31 1.2.316 3.4.31 4.2.31 RIT score 203.5 205.2* 206.9 208.6 210.5 212.4 214.3 216.5 218.8** 221.3 224.3 227.9 232.6 240.2 247.5 * Likely to meet Grade 3 Standards ** Likely to exceed Grade 3 Standards Note: The sample test is for practice only; scores may not be substituted for the Oregon Statewide Assessment. Office of Assessment and Evaluation Oregon Department of Education Grade 3 Sample Test May 2008 Oregon Department of Education 255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600 Grade 3
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