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SAMPLE TEST
2004-2008
MATHEMATICS
CIM
Calculation and Estimation
Measurement
Statistics and Probability
Algebraic Relationships
Geometry
r
m x2 r
Length of an arc =
360
c
a
x
sin A =
60°
2x
A
b
b
1
A = 2 bh
V = 3 r3
SA = 4 r2
rh + 2 r2
SA = 2
h
4
r 2h
V=
A = r2
C=2 r
a
c
tan A =
b
cos A =
c
a
b
x
x
30°
x
2
45°
3
x
Special Triangles
b1
h
w
l
h
b2
b
A = bh
A = lw
A = 1 h (b1 + b2)
2
V = 1 (BA)(h) = 1 ( � r2)(h)
3
3
h
l
h
r
BA
SA = LA + BA = ( r l) + ( r 2)
d=
w
l
V = lwh
SA = 2 (lw + wh + lh)
V = 1 (BA)(h)
3
SA = (LA) + (BA)
c
Quadratic Formula
(x2 - x1)2 + (y2 - y1)2
a
y
b
d
x
1 yard = 3 feet
1 mile = 5280 feet
1 hour = 60 minutes
1 minute = 60 seconds
1 liter = 1000 cubic centimeters
1 meter = 100 centimeters
1 kilometer = 1000 meters
h
BA
x1,2 =
-b +
–
b 2 - 4ac
2a
a2 + b2 = c 2
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
1 gram = 1000 milligrams
1 kilogram = 1000 grams
INTRODUCTION TO
MATHEMATICS KNOWLEDGE AND SKILLS
GRADE LEVEL SAMPLE TESTS
BACKGROUND
The Oregon Department of Education
provides sample tests to demonstrate
the content and types of questions
students in grades 3, 4, 5, 6, 7, 8 and at
CIM, might encounter on the Oregon
Statewide Mathematics Knowledge and
Skills (multiple-choice) Assessment
administered each year.
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:
3
4
5
6
7
8
CIM
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,
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, change;
• 5. geometry: properties and
relationships, modeling, coordinate
geometry, transformations & 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 has been formatted the
same as an 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 is approximately
one-half the length of 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 they are most familiar
with 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
2004 – 2008 Sample Tests
USING THE SAMPLE TEST:
Students may wish to use the test
independently to practice before the actual
test
administration,
checking
their
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 might need
• 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
2004 – 2008 Sample Tests
•
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.
• 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
•
•
•
iii
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.
2004 – 2008 Sample Tests
Mathematics▼
3
DIRECTIONS
Read each of the questions below and then
decide on the BEST answer. There are a lot of
different kinds of questions, so read each
question carefully before marking an answer on
your answer sheet.
1
Which of the following is an example of a graph
showing exponential growth?
A.
C.
What are the coordinates of vertex D of isosceles
trapezoid DEFG?
D
•
E (5, 2)
•
•
(-2, -1) G
•
F (6, -1)
A. ( -1, 2)
B. ( 2, -1)
C. ( -1, -2)
D. ( -2, 1)
B.
D.
4
What is the greatest solution to the equation:
2x2 – 5x + 2 = 0?
A. x = –2
B. x = 1
2
C. x = 2
A bag contains 8 blue, 3 red, and 6 white chips.
Only red chips are added to the bag. How
many red chips must be added to the bag for
1
the probability of drawing a red chip to be ?
3
D. x = 4
A. 2
B. 3
C. 4
D. 6
2004-08, Sample Test Grade 10
Oregon Department of Education
M1
Mathematics▼
5
7
According to the graph, what is the median of
the monthly average rainfall?
Which equation does NOT represent the
line graphed?
A. 1 inch
C. 4 inches
B. 3 inches
D. 7 inches
3
x–3
2
A. 3y = 2x – 6
C. y =
B. 2y – 3x = – 6
D. 2y = 3x – 6
8
6
What percent of 10–5 is 10–6 ?
A. 10%
–1
B. 10
C.
1%
D. 110%
9
The two legs of a right triangle are each 15 cm.
Using the figures above, find the value of x and
the value of y.
A. x = 10 and y = 10
B. x = 10 and y = 20
C. x = 40 and y = 20
D. x = 40 and y = 60
M2
Which answer best describes the length of the
hypotenuse?
A. 15.0 cm
C. 25.4 cm
B. 21.2 cm
D. 30.0 cm
2004-08 Sample Test, Grade 10
Oregon Department of Education
Mathematics▼
10
12
Find the solution set of 3y – x = 4 and 2y = -x – 3
What measure of central tendency would the
Inglewood Chamber of Commerce prefer if they
want to convince tourists that it doesn’t rain very
much in Inglewood?
A. (-7, 2)
B. (-1, -1)
C. ( −
17 1
, )
5 5
D. ( −
1 7
, )
5 5
Average Inglewood Rainfall (inches)
11
The scale drawing for the rocket was drawn
incorrectly. The actual rocket is supposed to be
15 feet in diameter and 138 feet high. What
should the measurements on the drawing be?
Jan
1
July
5
Feb
2
Aug
5
Mar
4
Sept
1
Apr
3
Oct
7
May
8
Nov
3
June
0
Dec
1
A. Mean monthly rainfall
B. Median monthly rainfall
C. Mode of monthly rainfall
D. Range of monthly rainfall
13
What are the coordinates of the point obtained if
the point A = (3, 7) is rotated 180° about the
midpoint between A and the origin?
A. (-3, -7)
B. (1
1
1
,3 )
2
2
C. (3, 7)
D. (0, 0)
A. 1.25” and 11.5”
B. 1.3” and 11.6”
C. 1.25” and 12.3”
D. 1.4” and 11.5”
2004-08, Sample Test Grade 10
Oregon Department of Education
M3
Mathematics▼
14
16
In this stem and leaf plot, which sentence is true?
A. There are 27 values in the data set.
B. The mean of the data is 56.
C. The range of the data is 46.
D. There are two modes.
The graph represents the atmospheric pressure
(P in PSI) as a function of altitude (A in 1000’s
of ft) as collected from a weather balloon on a
rainy day. What is the range of the function?
17
A. 0 to 16 PSI
B. 16 PSI
C. 0 to 140,000 ft
D. 140,000 ft
15
If a, b, c are real numbers and a < b < c, which
of the following operations would change the
values of the variables so that
c<b<a?
A. Adding 10 to each variable
B. Adding –10 to each variable
C. Multiplying each variable by 10
D. Multiplying each variable by –10
M4
The graph represents the amount of time it takes
an object thrown into the air to reach a specific
height. Which of the following represents the
amount of time it takes for the object to reach its
maximum height?
A. 120 seconds
B.
12 seconds
C.
6 seconds
D.
4 seconds
2004-08 Sample Test, Grade 10
Oregon Department of Education
Mathematics▼
18
20
Given the illustration below, what is the length
of the chord AC of circle B?
A 6-meter by 6-meter square has semi-circles on
each side. What is the area of the figure to the
nearest hundredth of a square meter?
A
60º
C
60º
B
r
A. r
B. 2r
A.
64.27 m2
B.
80.55 m2
C.
92.55 m2
D. 149.10 m2
C. r2
D. There’s no way to tell from the
information given.
21
19
Earnest Ernest’s Autorama claims that their car
repair rates are the lowest in town. Ernest
charges an initial fee of $50 plus $30 per hour.
If Ernest’s claim is true, then which of the
graphs below best describes the rates charged
by Ernest’s competitors?
A.
C.
Which company has the greatest dollar increase
in profits for the year 1995?
B.
D.
A. Company A
B. Company B
C. Company C
D. Company D
2004-08, Sample Test Grade 10
Oregon Department of Education
M5
Mathematics▼
22
24
The equation of the graph is y – 2x = –3. What
is x when y = –2?
Solve for x: 10 – 6x > 4x – 5
A. x < -
5
2
B. x > -
5
2
C. x <
3
2
D. x >
3
2
A. –7
B.
1
2
C. –
1
2
D. 7
25
∆ CAT is similar to ∆ DOG. What is the measure
of DG ?
23
A. 16
B. 18
C. 20
D. 24
Find the measure of angle a, given that l  m,
m ∠ EFG = 30° and FH ≅ FI.
A.
30°
B.
60°
C.
90°
D. 120°
M6
2004-08 Sample Test, Grade 10
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
10
A
B
C
D
19
A
B
C
D
2
A
B
C
D
11
A
B
C
D
20
A
B
C
D
3
A
B
C
D
12
A
B
C
D
21
A
B
C
D
4
A
B
C
D
13
A
B
C
D
22
A
B
C
D
5
A
B
C
D
14
A
B
C
D
23
A
B
C
D
6
A
B
C
D
15
A
B
C
D
24
A
B
C
D
7
A
B
C
D
16
A
B
C
D
25
A
B
C
D
8
A
B
C
D
17
A
B
C
D
9
A
B
C
D
18
A
B
C
D
C.I.M. MATHEMATICS SAMPLE TEST KEY 2004 – 2007
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
Correct Answer
D
C
A
C
B
B
A
A
B
C
A
C
D
A
D
A
C
A
C
C
A
B
D
C
B
Number Correct
1
2
3
4
5
6
7
8
9
10
11
12
13
Score Reporting Category
Algebraic Relationships
Statistics and Probability
Geometry
Algebraic Relationships
Statistics and Probability
Geometry
Algebraic Relationships
SRC Code
4.3.C3
3.2.C2
5.3.C2
4.2.C8
3.3.C5
5.1.C5
4.1.C3
Calculations and Estimations
1.2.C12
Geometry
Algebraic Relationships
Measurement
Statistics and Probability
Geometry
Algebraic Relationships
5.1.C9
4.2.C4
2.2.C22
3.1.81
5.4.C4
4.1.C5
Calculations and Estimations
1.1.C1
Statistics and Probability
Algebraic Relationships
Geometry
Algebraic Relationships
Measurement
Statistics and Probability
Algebraic Relationships
Geometry
Algebraic Relationships
Geometry
3.3.C5
4.2.C3
5.1.C4
4.1.C3
2.2.C14
3.1.C1
4.2.82
5.1.C3
4.2.82
5.1.C7
CONVERTING TO A RIT SCORE
RIT score
Number Correct
201.7
14
209.6
15
214.5
16
218.3
17
221.3
18
223.9
19
226.3
20
228.4
21
230.4
22
232.3
23
234.2
24
236.0
25
237.8
RIT score
239.6
241.4
243.3
245.3
247.4
249.6
252.1
255.0
258.5
263.2
270.7
277.9
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
C.I.M. Sample Test
Oregon Department of Education
255 Capitol St NE, Salem, Oregon 97310 (503) 947-5600