2009
ISAT
Sample Book
GRADE
6
Sample Items for Reading and Mathematics
ILLINOIS STATE BOARD OF EDUCATION
999-8738-92-X
ACKNOWLEDGMENTS
“Diary of a ‘Loonatic’” - Reprinted by permission of
Cricket Magazine Group, Carus Publishing Company from
Spider magazine, June 2005, Vol. 12, No. 6, text by Patricia
Nikolina Clark, illustration by Yoshiko Z. Jaeggi.
“Carnival Glass” - Reprinted by permission of Cricket
Magazine Group, Carus Publishing Company, from Cricket
Magazine, May 2000, Vol. 27, No. 9, text copyright © 2000 by
Mary E. Kelly. Illustration by Gabrielle Meaney and used by
permission.
Copyright © 2009 by NCS Pearson, Inc. Copyright © 2009 by the Illinois State Board of Education. All rights
reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or
mechanical, including photocopy, recording, or any information storage and retrieval system, without permission in
writing from the copyright owner. Pearson and the Pearson logo are trademarks, in the U.S. and/or other countries, of
Pearson Education, Inc. or its aﬃliate(s). Portions of this work were previously published. Printed in the United States
of America.
Printed by the authority of the State of Illinois, 20000, IL00002886.
2009 ISAT Grade 6 Sample Book
Table of Contents
Introduction ............................................................................................................................ 5
READING
Structure of the Grade 6 Reading ISAT ................................................................................. 9
Item Formats ...................................................................................................................................................9
Reading Sessions ...........................................................................................................................................9
Shorter Passage Followed by Multiple-Choice Sample Items .......................................... 11
Answer Key with Assessment Objectives Identified .......................................................... 14
Longer Passage Followed by Multiple-Choice Sample Items ........................................... 15
Answer Key with Assessment Objectives Identified .......................................................... 20
Longer Passage Followed by Extended-Response Sample Item ...................................... 21
Extended-Response Scoring Rubric .................................................................................... 27
Annotated Extended-Response Student Samples............................................................. 30
MATHEMATICS
Structure of the Grade 6 Mathematics ISAT ....................................................................... 44
Item Formats .................................................................................................................................................44
Answer Document for Grade 6 Mathematics ISAT ..........................................................................44
Mathematics Sessions ...............................................................................................................................45
Calculator Use for Grade 6 Mathematics ISAT ...................................................................................45
Rulers for Grade 6 Mathematics ISAT ...................................................................................................45
Scratch Paper for Grade 6 Mathematics ISAT ....................................................................................45
Multiple-Choice Sample Items ............................................................................................ 46
Answer Key with Assessment Objectives Identified .......................................................... 60
Short-Response Scoring Rubric ........................................................................................... 64
Using Short-Response Samples .......................................................................................... 64
Blank Short-Response Template ......................................................................................... 65
Short-Response Sample Items and Annotated Student Samples .................................... 66
Extended-Response Scoring Rubric .................................................................................... 76
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2009 ISAT Grade 6 Sample Book
Using Extended-Response Samples.................................................................................... 77
Blank Extended-Response Template .................................................................................. 78
Extended-Response Sample Items and Annotated Student Samples ............................. 81
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2009 ISAT Grade 6 Sample Book
Introduction
This sample book contains sample ISAT items classiﬁed with an assessment objective from the Illinois
Assessment Frameworks. These samples are meant to give educators and students a general sense of how items
are formatted for ISAT. All 2009 ISATs will be printed in color. This sample book does not cover the entire
content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions
of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are
available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains
additional information about state testing (www.isbe.net/assessment).
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6
IL09-I3-6SB
Illinois Standards Achievement Test
Reading Samples
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8
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2009 ISAT Grade 6 Sample Book
Structure of the Grade 6 Reading ISAT
ISAT Reading testing in spring 2009 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 6
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
Two longer passages consisting of:
1 expository passage (or paired passage) with 10 multiple-choice items
1 literary passage (or paired passage) with 10 multiple-choice items
1 extended-response item
(Some items will be pilot items.)
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10
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Shorter Passage Followed by
Multiple-Choice Sample Items
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11
Reading
XEG212 Passage
XEG212.AR1
A Candlelit Holiday
by
Elaine Masters
canals for outdoor
dinners. Adults sit on
mats and visit with
their neighbors while
children play tag or
hide-and-seek. In
some cities, blazing
fireworks and dancers
in shining silk
costumes entertain the
crowd.
Many men and women sell things.
People sell floats to those who have not
made them at home. Other people sell
balloons in various shapes and colors or
clever toys made of bamboo. Food sellers
offer noodle soup, dried fish, candy, little
cakes, roasted chicken, and bamboo
tubes filled with sticky rice cooked in
coconut milk. They pour soft drinks into
small plastic bags, whirl a rubber band
around the top, and stick in a short
straw.
Then, when the full moon rises,
families light the candles and set their
little boats afloat. The waterway soon
twinkles like a fairyland with candles
bobbing in their floats and fireworks
reflecting in the water.
On one full-moon
night every fall, the
rivers and lakes of
Thailand are dotted
with twinkling
candles. The Thais
are celebrating
"Loi Krathong," or
"Floating Leaf Cup
Day."
No one knows for
sure how this lovely custom got started.
Some say it was started 700 years ago by
a wife of a king who wanted to surprise
and please her husband. Others say it
started even longer ago as a special
religious ceremony. But however it
began, it is delightful.
Families always used to make their
floats, or little boats, from banana leaves
torn into strips and woven into the
shape of a bowl. Then they beautifully
decorated them with flowers. Now, while
many families still make their own floats,
others simply buy them. Modern floats
may be made of banana leaves or plastic.
All of them still hold a lighted candle, a
flower, a stick or two of sweet-smelling
incense, and a coin.
On the holiday evening, families
gather at parks near lakes, rivers, or
GO ON
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Reading
XEG212
1
XEG217
3
Paragraph 2 of this selection is
mainly about —
After reading the title, what
should you expect to learn from
this selection?
≥A
how this holiday might have
begun
B what the floats are made of
C when the holiday takes place
D what people eat during the
holiday
≥
A How to make your own candles
B Ideas for new recipes
C Why we celebrate the Fourth of
July
D Where a candlelit holiday is
celebrated
XEG216
2
To understand more about the
meaning of the floating leaf
cups, the reader should ask —
≥
XEG218
4
Which detail in the selection
shows that this is a relaxing
holiday?
A how the floats are kept from
being burned by the flame
B why a coin is placed in the float
C what happens to all the floats
when the holiday is over
D how much store-bought floats
cost
≥A
Families spend the evening
eating, playing, and visiting.
B People spend hours making
floats.
C There are many different kinds of
food to buy.
D It is held in autumn.
GO ON
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2009 ISAT Grade 6 Sample Book
Shorter Passage
Answer Key with Assessment Objectives Identiﬁed
Item
Number
Correct
Answer
1
A
1.6.12 Identify explicit and implicit main ideas.
2
B
2.6.05 Compare stories to personal experience, prior knowledge, or
other stories.
3
D
1.6.08 Identify probable outcomes or actions.
4
A
1.6.15 Distinguish the main ideas and supporting details in any text.
Assessment Objective
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm .
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Longer Passage Followed by
Multiple-Choice Sample Items
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Reading
RG6Loonatic0607L-V1
Loonatic0607L_AR1
Studying nature takes time, patience, and good observation skills, but it is well worth the effort.
Diary of a “Loonatic”
by Patricia Nikolina Clark
1
2
3
4
5
6
7
8
9
The water is berry pink, like the sky, as we slide the canoe into the lake at dawn.
Red-winged blackbirds sing a morning song from the reeds, and my paddle
splishes as we move toward the center of the lake.
My big sister, Clare, is studying to be a wildlife biologist. She is camped out at
Ferry Lake in northeastern Washington for the summer, watching common loons.
Clare is crazy about loons. In fact, she even calls herself a “loonatic.” She talked
Mom and Dad into letting me come and help her watch loons for a whole week.
So here I am, paddling out to meet a pair of loons and their chick.
The loon family sleeps on the water at night, where they are safest from
predators. Clare is worried, though, because a bald eagle has been bothering the
loons since early June, when their two eggs hatched. Now there’s only one chick
left.
Mama loon sees us coming. She lifts her head and sends a tremolo* alarm. In the
stillness of the morning, it echoes around the tiny lake. Clare motions to me
to lower my paddle, because it might look dangerous — like the wing of a large
bird — to the loons.
We drift and watch.
The chick is a brown ball of fluff floating near his mother. Right after hatching,
loon chicks look kind of like dark, fuzzy Ping-Pong® balls and are so buoyant
they can barely dive. Since danger lurks everywhere, from both above and below,
parents carry the new chicks in a warm, feathery “cradle” on their backs.
This chick has outgrown the cradle. He tries to climb aboard Mama loon, but
she moves away. Next he tries to hitch a ride with Papa, but Papa has something
else on his mind: Clare and me.
Papa loon swims toward us quickly, without making a sound. He dives and
shoots under our canoe like a little torpedo. In the clear water, I see his body
“flying” under our boat. His eyes are wide open as he checks us out.
Common loons are champion divers. Clare told me that they dive deep and can
stay underwater for as long as five minutes, according to some accounts. But most
dives last less than a minute — just long enough to find and grab a fish. And a
loon can disappear in a wink — now you see it, now you don’t!
*tremolo — rapid repetition of a musical note or notes
GO ON
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Reading
RG6Loonatic0607L-V1
10
11
12
13
14
15
16
17
18
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Loonatic0607L_AR1_continued
Papa surfaces on the other side of the canoe and looks at me with his ruby-red eyes.
He is so close that I don’t even need binoculars. The band around his neck flashes
green as he turns his long, pointed bill toward me. Clare tells me to stay very still.
A papa loon’s first response to danger is to make a loud ruckus by yodeling and
slapping the water in a “Back off!” warning. But if that doesn’t work, he’ll use his
sharp bill to stab an enemy.
“Good morning,” I say quietly, looking him straight in the eye, “It’s just me.”
Clare smiles.
I guess he’s decided I’m not a threat, because Papa loon dives again and goes
back to his family. This time, I watch his huge feet and admire their paddle-power
as he darts through the water.
I’ve learned that loons are built for the water. On land, their huge feet don’t do
them much good. Their legs are attached so far back on their bodies that it’s hard
for them to walk, and running is almost impossible.
Mama loon is relaxed now and begins to troll for fish. She peers below the
surface and moves slowly forward, using her big feet like paddles. Loons fish by
sight only, so the water must be clear.
Suddenly Mama loon disappears without a sound or ripple, and I wonder if I just
imagined she had been there. Then she pops up in a different spot with a silvery
fish in her bill. She swims toward her chick, who is paddling eagerly toward her.
When they meet, she passes the minnow from her bill to his, and he swallows it.
Soon Mama will begin to drop it in front of him. That’s the way she’ll teach her
chick to fish for himself.
I love watching loons — and listening to them! At night, I snuggle next to Clare
in the tent and listen to their eerie calls. The sound gives me the shivers!
On my last day at Ferry Lake,
raindrops dimple the lake and ping on
the metal canoe as we paddle out so I
can say good-bye to the loons.
I hear them before I see them. Mama
is calling tremolos of alarm. Papa
yodels and slaps the water. The chick
hunkers down between them, silent.
Watching through my binoculars, I
see why they are upset: a bald eagle has
landed in a nearby tree. Quickly, we
paddle close and drift with the loons
until the eagle leaves.
GO ON
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Reading
RG6Loonatic0607L-V1
21
22
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24
Loonatic0607L_AR1_continued
Now it’s time for me to leave, too. Sadly, we paddle back to camp. As we pull the
canoe out of the water, Papa loon suddenly pops up in front of me. He had
followed us underwater the whole way! We stare at each other for a few seconds.
“Good-bye, my friend,” I say. “I hope I’ll see you again next year.”
In a blink he is gone.
I turn to Clare and grin. “I think I’m a loonatic, too.”
3527701
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3527692
3
In the passage, why does Clare
motion to the narrator to lower
the paddle?
≥
What does binoculars mean as
used in paragraph 10?
A The paddle makes too much
noise.
B She wants the canoe to move
faster.
C She wants to scare the bald eagle
away from the loons.
D The paddle makes the canoe
look like a large winged bird.
≥
A
B
C
D
A device used to call birds
A tool used to guide a canoe
A device used to see far away
A tool used to catch small birds
3527697
4
Which of these is the main idea
of paragraph 14?
3527704
2
≥
How does the narrator describe
the way loons move when they
swim underwater?
≥A
Like they are flying
B Like they are running
C Like they are paddling
D Like they are waddling
A Loons have huge feet.
B Loons are built for the water.
C Loons’ legs make running
almost impossible.
D Loons’ legs are attached far back
on their bodies.
GO ON
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Reading
3527695
5
3527706
8
What is the meaning of the
word troll in the text below
from paragraph 15?
Which literary device is used in
the sentence below?
“He dives and shoots under our
canoe like a little torpedo.”
“Mama loon is relaxed now and
begins to troll for fish.”
≥
A
B
C
D
≥A
Simile
B Rhyme
C Metaphor
D Alliteration
To fly over the lake
To call across the lake
To make room in the water
To move slowly across the water
3527707
9
3527705
6
Which term best describes this
type of literature?
In paragraph 18, the word ping
is used to describe —
≥
A
B
C
D
≥A
Narrative
B Persuasive
C Biography
D Expository
the metal canoe.
the gloomy weather.
the dimples on the lake.
the sound the rain makes.
3527700
10
3527699
7
From which point of view is the
passage told?
On the last day at Ferry Lake,
what causes the loons to be
alarmed?
≥
A
B
C
D
≥
It is raining.
Clare is leaving.
An eagle is nearby.
The canoe is too close.
A
B
C
D
Objective
Omniscient
First person
Third person
STOP
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2009 ISAT Grade 6 Sample Book
Longer Passage with Multiple-Choice Items
Answer Key with Assessment Objectives Identiﬁed
Item
Number
Correct
Answer
1
D
1.6.14 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
2
A
2.6.11 Identify and interpret figurative language or literary devices:
(e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration,
personification).
3
C
1.6.01 Determine the meaning of an unknown word or content-area
vocabulary using knowledge of prefixes, suffixes, and word roots (see
Roots and Affixes list).
4
B
1.6.15 Distinguish the main ideas and supporting details in any text.
5
D
1.6.06 Determine the meaning of a word in context when the word has
multiple meanings.
6
D
2.6.12 Explain how the literary devices (e.g., sensory detail, simile, rhyme,
repetition, onomatopoeia, personification) contribute to the meaning of a
literary selection.
7
C
1.6.18 Identify the causes of events in a story or nonfiction account.
8
A
2.6.11 Identify and interpret figurative language or literary devices:
(e.g., sensory detail, simile, rhyme, repetition, metaphors, alliteration,
personification).
9
A
2.6.15 Identify whether a given passage is narrative, persuasive, or
expository.
10
C
2.6.06 Recognize points of view in narratives (e.g., first person).
Assessment Objective
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm .
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Longer Passage Followed by
Extended-Response Sample Item
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Reading
RG6Carnival0607L-V1
Carnival0607L_AR1
A grandmother gives her granddaughter a special gift and shares the tale of how she first got it.
Carnival Glass
by Mary E. Kelly
1
2
3
4
5
6
7
8
9
10
11
12
13
Jane McNeill flung open the kitchen door of her grandmother’s house. “I’m
here, Grandma Bess!” she called.
“I’m in my room. Come on up.”
Jane dashed up the bare stairs, skipping the last one in a mighty leap.
Her grandmother sat in her rocking chair beside the bed. “Well,” she said, “I’ve
decided this is a G-R-O day. Look at this mess! Oh, and happy birthday. I hope it’s
been a good one.”
Jane grinned. G-R-O, she knew, was a “Get Rid Of” day. Her grandmother spent
at least one day a week sorting through her lifelong accumulations. She gave
some things to members of the family, some went to charity, and others landed in
the dustbin.
“I had a super day,” Jane said. “Mom brought cupcakes, and the teacher gave us
some free time. And I got 100 percent on my spelling test. Oh, look at that!” She
pointed to a small glass bowl the color of an October sunset.
“That’s a piece of carnival glass,” said Grandma.
“Oh, Grandma Bess, it’s beautiful! Where did you get it?”
“I won it.”
“How?”
Grandma took the bowl. Her hazel eyes, usually so sharp, grew dreamy. “I was
eight years old,” she began. “It was a Saturday, and the carnival had come to
town. Papa said my sister Ellie and I could go to the carnival for two hours. Ellie
was ten, and she said there was no use going because we hadn’t any money. But I
said we could go and look, even if we couldn’t buy.
“Then Papa dug into his overalls pocket and pulled out his old leather coin
purse. I could hardly believe it when he handed each of us a dime. ‘Use it wisely,’
he said.
“We hurried into our socks and shoes and rushed off to town. At first we just
walked around and saw the sights. There was a merry-go-round, and it cost only a
nickel, and a Ferris wheel, but it cost a dime, and there were other rides. Then we
found the booths! They were bright with flags and balloons, and the barkers were
calling to everyone to try for prizes. We looked at every booth, but I knew I could
never win anything. I was too clumsy to throw a ball straight or even toss a
beanbag.
GO ON
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Reading
RG6Carnival0607L-V1
14
15
16
17
18
Carnival0607L_AR1_continued
“It grew late, and Ellie said we had to hurry up and
decide what to buy. That was when I saw the
carnival-glass booth. There were rows and rows of
plates and dishes just this color.” Grandma Bess held
up the small bowl. “I thought, Oh, if only I could have
one. I went close to the counter. A sign said, ‘TOSS A
DIME AND WIN A DISH!’ It meant that whichever
dish your dime landed in was your prize.
“So now I had a terrible decision to make. Should
I risk my entire dime on one toss? If I missed . . . But
if I didn’t miss, oh what glory!
“Ellie fussed at me. ‘We’re running out of time. Are
you going to try for a dish or not?’
“I just stood there, trying to decide. She said, ‘Well,
if you won’t, I will.’ And she flung her dime — and
missed. She shrugged as if it didn’t matter and said,
‘Now you.’”
Grandma Bess gazed into the bowl in her hands.
“I had my eye on this very dish. It had the most perfect
pattern pressed into the glass and it seemed to glow
more than any of the others. I squirmed and worried
and almost walked away.
GO ON
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Reading
RG6Carnival0607L-V1
19
20
21
22
23
24
25
26
27
28
29
30
Carnival0607L_AR1_continued
“‘Go ahead and toss for the dish,’ Ellie urged. ‘We have to start for home, or
Papa will be cross, and Mama will make us do all the supper dishes. Do it!’
“I still hesitated. If Ellie couldn’t win one, how could I hope to? The man behind
the counter said, ‘Come on, little girl, make up your mind. I can’t wait all day.’ So
I made up my mind. With my eye on the dish, I swung my arm and tossed my
dime, then shut my eyes. Clink! I opened my eyes. There was my dime, right in
the middle of MY dish!
“Ellie jumped up and down. ‘You did it, Bess, you did it!’ She was as happy as if
she had won it. But then, that was Ellie: generous and good.
“You can be sure I carried my prize home very carefully. Mama fussed at me for
gambling, but Papa said I was merely testing my skill. They said I could keep the
dish. Ellie and I decided to take turns using it. It has been with me for over
seventy years.”
Jane looked at the collection on the bed, then at the glowing bowl in her
grandmother’s hands. “Are you going to G-R-O it?”
“I think it’s time I did. If I knew of someone who really wants it, who’s at least
ten years old, and whom I enjoy a great deal . . . ”
“Oh yes! I’ll treasure it for ever and ever, and I won’t let anyone touch it, and I’ll
keep it clean, and . . . ”
“Easy there,” said Grandma. Smiling, she held the dish out to Jane. “When a
person gives something away, she gives up all her rights to it. You don’t have to
make any promises to me about taking care of it. Do with it as you wish. I won’t
ask you if you still have it or how you are using it or anything. Do you
understand?”
“I think so,” said Jane. “The dish is my responsibility now, isn’t it?”
“That’s right.”
Jane kissed her grandmother on her soft, wrinkled cheek. She found tissue paper
and carefully wrapped her first piece of carnival glass. “Someday I’ll give this to
my granddaughter, and when I do, I’ll tell her the story. I love you, Grandma.
Thank you.”
Her grandmother smiled. “You’re welcome, and happy birthday.”
GO ON
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Reading
Assessment Objective: 2.6.04 Identify the author’s message or theme.
3527667
1
What lessons does Jane learn in the passage? Use information from the passage and your
own ideas and conclusions to support your answer.
STOP
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Extended-Response
Scoring Rubric
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2009 ISAT Grade 6 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
IL09-I3-6SB
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.
29
2009 ISAT Grade 6 Sample Book
g
Grade: 6
DIRECTIONS
Sample: 1
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.
30
IL09-I3-6SB
2009 ISAT Grade 6 Sample Book
*The reader demonstrates an accurate understanding of information in the text by focusing on some key
ideas presented explicitly and implicitly. The reader uses information from the text to interpret signiﬁcant
concepts through inference (She also learns now she can make many memories & that she can pass it down
just like her grandma) and through an extensive connection (Jane is just like my niece when I gave her my
barbie dolls. One day I sat down with my niece to talk to her about the memories that I have with my dolls. I
also told her about the time when my sister passed the dolls down to me). The reader uses relevant and accurate
references; all are speciﬁc, but not fully supported. The response identiﬁes the lessons Jane learns by
embedding text references with inferences (She learns, now that her grandma gave her the dish that she won
when she was little is now her dish. She doesnt have to make any promises to her grandma because the dish is no
longer hers. . . . she can pass it down just like her grandma).The reader partially integrates interpretation of the
text with text-based support.
IL09-I3-6SB
31
2009 ISAT Grade 6 Sample Book
Grade: 6
DIRECTIONS
Sample: 2
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.
32
IL09-I3-6SB
2009 ISAT Grade 6 Sample Book
IL09-I3-6SB
33
2009 ISAT Grade 6 Sample Book
*The reader demonstrates an accurate understanding of information in the text by focusing on some key
ideas presented explicitly and implicitly. The reader uses information from the text to interpret signiﬁcant
concepts through inference (One reason [Grandmother] told her that was so that Jane wouldn’t be so nervouse
about anything happening to the dish and that her Grandma Ellie wouldn’t be mad with her. The second reason
I think she told her was so that Jane knew that her Grandmother trusted her with the dish) with a gap (The last
reason I think she told her was so Jane knew it was just her’s now). The reader uses information from the text
to attempt a connection; however, the connection is thin and does not really help clarify the signiﬁcant
concepts (My Grandma told me the same- thing that Jane’s Grandma told her. But my Grandma said it in
Spanish. She said to me that once someone gives you something its your’s and not theirs. When she told me that
I knew that I was going to tell my brothers, sisters, and nieces the same thing). The reader uses relevant and
accurate references; all are speciﬁc, but not fully supported. The response identiﬁes the lessons Jane learns
by referencing information in the text (. . . if someone gives you something you don’t have to make any promises
saying that you will take care of the item. She learned that from her Grandmother Ellie. . . . her Grandmother
gave Jane a dish and Jane kept saying that “she was going to take good care of it and that she promised.” Her
Grandmother told her that so she wouldn’t have to be so carefull and scared that she might dropit. She also told
her that so she would know that the glass was Jane’s know so she could do whatever she wanted with it). The
reader partially integrates interpretation of the text with prevalent text-based support.
34
IL09-I3-6SB
IL09-I3-6SB
35
2009 ISAT Grade 6 Sample Book
Grade: 6
DIRECTIONS
Sample: 3
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.
36
IL09-I3-6SB
2009 ISAT Grade 6 Sample Book
*The reader demonstrates an accurate understanding of important information in the text by focusing on
the key ideas presented explicitly and implicitly. The reader uses information from the text to interpret
signiﬁcant concepts through inference (It was a beautiful piece and she needs to protect it. . . . If I was Jane I
would take very good care of it all the time because it was very special to my grandma, and I want to protect it for
her. Jane also learns to love even the little things in life because even though the glass is little, it is still a very nice
antique! So she is going to have to act like it is a very big prized possetion of her’s. . . . If I was Jane’s grandma,
I would be a little nervous, but curious on how my grand-daughter would take care of it. I would hope that she
would love it and protect it all the time because my memories would be from that bowl). The reader uses relevant
and accurate references; all are speciﬁc and fully supported. The response identiﬁes the lessons Jane learns
by referencing information in the text (For example, when Grandma gave it away, Jane said “The dish is my
responsibility now, isn’t it?” And grandma then said “That’s right.” . . . For example, Jane’s grandma said, “When
a person gives something away, she gives up all her rights to it.”). The reader integrates interpretation of the text
with text-based support, resulting in a balanced response.
IL09-I3-6SB
37
2009 ISAT Grade 6 Sample Book
Grade: 6
DIRECTIONS
Sample: 4
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.
38
IL09-I3-6SB
2009 ISAT Grade 6 Sample Book
IL09-I3-6SB
39
2009 ISAT Grade 6 Sample Book
*The reader demonstrates an accurate understanding of important information in the text by focusing on
the key ideas presented explicitly and implicitly, namely that Jane learns to be wise and responsible. The
reader uses information from the text to interpret signiﬁcant concepts through inference (She learns that
when you want something you have to try hard to get it and that if you don’t you will regret that you didn’t even
try. Jane also learned that whe someone gives you something to keep forever, you are responsible for it and that
the origional owner will not care what happens to it. . . .). The reader also uses information from the text to
make a connection (To connect, I once got a book from my grandfather which he got from his father who got it
from his guru (spiritual teacher) for graduating. The book was full of ancient Indian mythology and I told my
grandpa that I would also pass it on to my grandchild, just like Jane promised her grandma to pass the bowl onto
her grandchild). The reader uses relevant and accurate references; all are speciﬁc and fully supported. The
response identiﬁes the lessons Jane learns by referencing information in the text (A quote made by Grandma
Bess “When someone gives away something, they give up all their rights for it” . . . G-R-O day is when Grandma
Bess could pass her treasures onto the ones she loved so that her memories would last. Jane quoted “Someday I’ll
pass this bowl to my grandaughter and tell her all about the story.” . . .). The reader integrates interpretation of
the text with text-based support, resulting in a balanced response.
40
IL09-I3-6SB
IL09-I3-6SB
41
42
IL09-I3-6SB
Illinois Standards Achievement Test
Mathematics Samples
IL09-I3-6SB
43
2009 ISAT Grade 6 Sample Book
Structure of the Grade 6 Mathematics ISAT
ISAT Mathematics testing in spring 2009 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 multiple-choice items can measure
student knowledge and understanding, as well as students’ selection and application of problem-solving
strategies. A carefully constructed multiple-choice item can assess any of the levels of mathematical
complexity from simple procedures to sophisticated concepts. They can be designed to reach beyond the
ability of students to “plug-in” alternatives or eliminate choices to determine a correct answer. Such items are
limited in the extent to which they can provide evidence of the depth of students’ thinking.
Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis
for extrapolating about students’ approaches to problems. These items reduce the concern about guessing
that accompanies multiple-choice items. The short-response items are scored with a rubric and count as
5% of the scale score of the test.
Extended-response items require students to consider a situation that demands more than a numerical
response. These items require students to model, as much as possible, real problem solving in a large-scale
assessment context. When an extended-response item poses a problem to solve, the student must determine
what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms
of the original situation. Students are expected to clearly communicate their decision-making processes
in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered
steps). The extended-response items are scored with a rubric and count as 10% of the scale score of the test.
Scoring Extended- and Short-Response Items
Extended- and short-response items are evaluated according to an established scoring scale, called a rubric,
developed from a combination of expectations and a sample of actual student responses. Such rubrics must
be particularized by expected work and further developed by examples of student work in developing a guide
for scorers. 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 6 Mathematics ISAT
Students in grade 6 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.
44
IL09-I3-6SB
2009 ISAT Grade 6 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 6
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 6 Mathematics ISAT
All students in grade 6 are allowed to use a calculator during all sessions of the mathematics assessment.
Students are allowed to use any calculator they normally use in their mathematics classes. 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 6 Mathematics ISAT
All students in grade 6 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 6 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 extended-response item in session 3 on the
appropriate pages in the answer document.
IL09-I3-6SB
45
Mathematics
XIH110
1
In the 1988 Olympic Games,
Florence Griffith Joyner of the
United States set an Olympic
record for the women’s
100-meter dash. Her time was
ten and sixty-two hundredths
seconds. How is this time
written as a number?
A
≥B
3484192
3
What is the value of the
expression shown?
10 ⫹ 16 ⫼ 2 • 4
12
42
52
72
A
≥B
C
D
1.62 seconds
C
100.62 seconds
D
1062.00 seconds
3484196
4
10.62 seconds
Julie has 50 jellybeans in a bag, and
20% of those jellybeans are red.
How many of the jellybeans in
Julie’s bag are red?
3349067
2
Tom’s schedule is shown below.
How much total time did he
spend doing these activities?
5
10
20
30
A
≥B
C
D
Tom’s Schedule
Activity
Time
Homework
3
hour
4
1
1 hours
4
Television
1
hour
2
Dinner
Track Meet
6
hours
14
A
3
B
3
3 hours
4
1
2 hours
4
C
1
4 hours
2
≥D
3
4 hours
4
GO ON
46
IL09-I3-6SB
Mathematics
3528353 3528353.AR1
5
3484200
6
Use your centimeter ruler to help
you answer this question.
3484200_AR1 to AR4
Which rectangle has an area of
24 square units and a perimeter
of 20 units?
Genna drew the rectangle below.
12
A
2
8
B
Which is closest to the length
and width in centimeters of
Genna’s rectangle?
A
5.0 cm by 3.0 cm
B
5.5 cm by 3.5 cm
≥C
5.5 cm by 3.0 cm
D
6.0 cm by 3.5 cm
3
5
C
4
6
≥D
4
GO ON
IL09-I3-6SB
47
Mathematics
3484203
7
3484203_AR1
3349080
8
3349080_AR1
Use your centimeter ruler to help
you answer this question.
Which is closest to the measure
of ∠XYZ?
Liza made the scale drawing
shown below.
X
Y
Swing
Z
20°
90°
130°
A
B
C
160°
≥D
Tree
Key: 1 cm represents 5 feet
What is the shortest distance, in
feet, from the tree to the swing?
A
4 feet
B
5 feet
≥
C
20 feet
D
25 feet
GO ON
48
IL09-I3-6SB
Mathematics
3484221
9
3484225
11
Mike has x baseball cards. Tyrone has
3 times as many baseball cards as
Mike. Frank has 20 baseball cards.
Which correctly describes the
rule between x and y as shown
in the table?
Which expression represents
the total number of baseball
cards Mike, Tyrone, and Frank
have all together?
x
y
4
9
≥A
x ⫹ 3x ⫹ 20
5
11
B
20 ⫹ 3x ⫺ x
6
13
C
x ⫹ 3 ⫹ 20
7
15
D
20 ⫺ 3x ⫹ x
3484224
10
3484225_AR1
What is the value of the
expression below when
x ⫽ 6 and y ⫽ 2?
A
y⫽x⫹6⫺1
B
y⫽x•x⫺1
C
y⫽x⫹x⫺1
≥D
y⫽x•2⫹1
8x ⫺ y
84
46
12
4
A
≥B
C
D
GO ON
IL09-I3-6SB
49
Mathematics
3349423
12
3349091
13
3349091_AR1
The graph below represents a
linear equation.
Which table of values satisfies
the equation shown below?
y
y=x+4
20
A
18
x
y
0
0
1
1
12
2
2
10
3
3
8
16
14
6
4
B
≥C
D
x
y
0
4
1
4
2
4
3
4
x
y
0
4
1
5
2
6
3
7
x
y
0
0
1
4
2
8
3
12
2
0
2
4
6
8
10 12 14 16 18 20
x
Using this graph, which value
best represents the y-coordinate
if the x-coordinate is 8?
4
14
A
B
≥
16
18
C
D
GO ON
50
IL09-I3-6SB
Mathematics
3529997 3529997_AR1
14
3349428
16
Which inequality is best
represented by the graph on the
number line below?
What value of n makes the
equation below true?
4n ⫽ 220
-8 -6
-4 -2
A
x⬍6
B
xⱖ6
0
≥
2
4
6
C
xⱕ6
D
x⬎6
8
50
55
A
≥B
220
C
D
3484229
17
3484229_AR1
What should be the value for x
in the triangle shown?
3349097
15
216
Philip has 18 video games. Emily has
v video games. Together, Philip and
Emily have a combined total of less
than 30 video games.
x
Which inequality could be used
to represent this situation?
A
v ⫺ 18 ⬎ 30
≥B
v ⫹ 18 ⬍ 30
C
v ⫺ 18 ⬍ 30
D
v ⫹ 18 ⬎ 30
50°
60°
10°
40°
A
B
≥
70°
90°
C
D
GO ON
IL09-I3-6SB
51
Mathematics
3484232_AR1
XIJ321
19
Lines w and x intersect lines y and z
to form a rectangle as shown.
Ta
ll
XIJ321.AR1
Fra
nk
lin
3484232
18
ey
Holloway
Pierce
w
Starlight
x
y
z
Which streets on this map
appear to never intersect?
Which statement is true?
A
Line x is parallel to line y.
B
Line x is parallel to line z.
≥C
D
Line w is perpendicular
to line y.
Line w is perpendicular
to line x.
A
Talley and Franklin
B
Starlight and Pierce
C
Franklin and Holloway
≥D
Holloway and Starlight
GO ON
52
IL09-I3-6SB
Mathematics
3484235
20
3484235_AR1
What three-dimensional
figure would this pattern make
if it were folded along the
dashed line segments?
A
Rectangular pyramid
B
Square pyramid
C
Triangular prism
≥D
Cube
3349451
21
3349451_AR1 to AR4
Which figure does not appear to contain two or more congruent shapes?
≥A
B
C
D
GO ON
IL09-I3-6SB
53
Mathematics
3349454
22
3349454_AR1
3530008 3530008_AR1
23
Triangle RST is similar to
triangle XYZ.
Parallelogram RSTU is similar to
parallelogram HIJK.
S
Y
T
X
R
R
U
Z
S
I
J
T
SR
YZ
XZ
A
B
C
K
H
RS corresponds to which side of
triangle XYZ?
If the measure of ⬔RST is
130°, then what is the measure
of ⬔HIJ?
XY
≥D
A
50°
≥B
130°
C
260°
D
520°
GO ON
54
IL09-I3-6SB
Mathematics
XJE380
24
XJE380_AR1
3349380
25
Mrs. Robbins’ class voted for their
favorite kinds of books to read.
3349380_AR1
The Venn diagram below shows
the number of students at
Washington Elementary who play
baseball and football.
Books We Like
8
Number of Votes
7
Football
6
5
4
26
3
2
7
1
ts
or
te
ys
Sp
ry
sy
M
Fa
n
ta
im
An
Ad
ve
nt
ur
e
al
0
32
Kind of Book
Baseball
How many more students
voted for books about
adventures than books about
sports?
How many students play
baseball but not football?
0
1
2
3
39
33
A
B
C
≥D
A
B
≥
32
26
C
D
GO ON
IL09-I3-6SB
55
Mathematics
3349383
26
3349383_AR1 to AR5
Carl has 16 books in his bookcase. This bar graph shows the number of each type of book.
Number of Books
Carl’s Books
10
8
6
4
2
0
Biography
Art
Fiction
Mystery
Type of Book
Which circle graph best shows the types of books Carl has in his bookcase?
Carl’s Books
Carl’s Books
Biography
Art
Art
Mystery
Fiction
Fiction
Biography
A
Mystery
C
Carl’s Books
Carl’s Books
Art
Art
Fiction
Fiction
Biography
Biography
Mystery
Mystery
≥B
D
GO ON
56
IL09-I3-6SB
Mathematics
3484236
27
Greg took five tests each worth
100 points.
This table represents the first
eight U.S. Presidents and their
years in office.
He earned the following scores:
85, 87, 87, 89, 97
What is Greg’s mean (average)
score for these five tests?
89
88
87
12
≥A
B
C
D
3349387
28
U.S. President
Years in Office
G. Washington
8
J. Adams
4
T. Jefferson
8
J. Madison
8
J. Monroe
8
J.Q. Adams
4
A. Jackson
8
M. Van Buren
4
What are the median and range
for the number of years in office
for these eight U.S. Presidents?
A
Median ⫽ 4, Range ⫽ 4
B
Median ⫽ 4, Range ⫽ 8
≥C
Median ⫽ 8, Range ⫽ 4
D
Median ⫽ 8, Range ⫽ 8
GO ON
IL09-I3-6SB
57
Mathematics
3484240
29
3484240_AR1 to AR4
Ms. Simmons has a set of 10 tiles
numbered from 0 to 9 in a bag. The
tiles are the same size and shape.
Which spinner has the greatest
probability of the arrow landing
on a section labeled B?
B
R
G
Y
3530010
30
What is the probability that the
first tile Ms. Simmons randomly
chooses will have an odd
number on it?
A
≥B
B
R
Y
B
B
C
4
9
B
5
9
C
2
5
≥D
1
2
Y
B
R
B
R
Y
D
A
G
B
R
Y
STOP
58
IL09-I3-6SB
IL09-I3-6SB
59
2009 ISAT Grade 6 Sample Book
Answer Key with Assessment Objectives Identiﬁed
Item
Number
Correct
Answer
1
B
6.6.05 Read, write, recognize, and model equivalent representations of
decimals and their place values through thousandths.
2
D
6.6.14 Solve problems involving addition and subtraction of fractions and
mixed numbers, and express answers in simplest form.
3
B
6.6.15 Identify and apply order of operations to simplify numeric expressions
involving whole numbers.
4
B
6.6.21 Solve number sentences and problems involving percents.
5
C
7.6.01 Select and use appropriate standard units and tools to measure length,
mass/weight, capacity, and angles.
6
D
7.6.02 Solve problems involving the perimeter and area of a triangle,
parallelogram, or irregular shape using diagrams, models, and grids or by
measuring or using given formulas (may include sketching a figure from its
description).
7
D
7.6.03 Compare and estimate length (including perimeter), area, volume,
weight/mass, and angles (0° to 180°) using referents.
8
C
7.6.06 Solve problems involving scale drawings and maps.
9
A
8.6.02 Write an expression using variables to represent unknown quantities.
10
B
8.6.03 Evaluate algebraic expressions with up to two whole number variable
values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2).
11
D
8.6.04 Determine a rule having two operations from an input–output table
(e.g., multiply by 3 and add 2).
12
C
8.6.05 Select a table of values that satisfies a linear equation, and recognize
the ordered pairs on a rectangular coordinate system.
13
C
8.6.05 Select a table of values that satisfies a linear equation, and recognize
the ordered pairs on a rectangular coordinate system.
14
C
8.6.07 Identify graphs of inequalities on a number line.
15
B
8.6.08 Represent problems with equations and inequalities.
16
B
8.6.09 Solve for the unknown in an equation with one operation (e.g., 8x=24,
m÷2=25).
17
C
9.6.03 Solve problems using properties of triangles and quadrilaterals (e.g.,
sum of interior angles of a quadrilateral is 360°).
18
C
9.6.07 Identify and sketch parallel, perpendicular, and intersecting lines.
19
D
9.6.07 Identify and sketch parallel, perpendicular, and intersecting lines.
Assessment Objective
60
IL09-I3-6SB
2009 ISAT Grade 6 Sample Book
Answer Key with Assessment Objectives Identiﬁed
Item
Number
Correct
Answer
20
D
9.6.09 Identify a three–dimensional object from its net.
21
A
9.6.11 Identify congruent and similar figures by visual inspection.
22
D
9.6.12 Determine if figures are similar, and identify relationships between
corresponding parts of similar figures.
23
B
9.6.12 Determine if figures are similar, and identify relationships between
corresponding parts of similar figures.
24
D
10.6.01 Read, interpret, and make predictions from data represented in a bar
graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph,
or circle graph.
25
C
10.6.01 Read, interpret, and make predictions from data represented in a bar
graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph,
or circle graph.
26
B
10.6.02 Compare different representations of the same data.
27
A
10.6.04 Determine the mode, range, median, and mean, given a set of data or
a graph.
28
C
10.6.04 Determine the mode, range, median, and mean, given a set of data or
a graph.
29
B
10.6.05 Solve problems involving the probability of a simple event, including
representing the probability as a fraction, decimal, or percent.
30
D
10.6.05 Solve problems involving the probability of a simple event, including
representing the probability as a fraction, decimal, or percent.
Assessment Objective
To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment Framework
for Grades 3–8 online at www.isbe.net/assessment/IAFindex.htm.
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Mathematics Short-Response
Scoring Rubric
Followed by Student Samples
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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¢ =each
day
for
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 2006 and 2007 ISAT sample books for additional short-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
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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.
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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 6.6.12, “Solve problems and
number sentences involving addition, subtraction, multiplication, and division using whole numbers.”
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Jerry has $36. He wants to buy 4 packs of sports cards that cost $4 per pack including tax
and a book that costs $12 including tax.
Exactly how much money should Jerry have left after he buys the 4 packs of sports
cards and the book?
Show your work.
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Short-Response Student Sample 1A
Short-Response Student Sample 1A
Rubric Score Point = 2
Note: The student provides the correct answer of $8.00 and shows work.
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Short-Response Student Sample 1B
Short-Response Student Sample 1B
Rubric Score Point = 2
Note: The student provides the correct answer of $8.00 and shows work using words and pictures.
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Short-Response Student Sample 1C
Short-Response Student Sample 1C
Rubric Score Point = 1
Note: The student provides the correct answer of “8 dollars left.” The student copies information from the
prompt but shows no work for how the answer was determined.
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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 8.6.03, “Evaluate algebraic
expressions with up to two whole number variable values (e.g., evaluate 3m + n + 3 when m = 4 and n = 2).”
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Use the expression below to determine a value when x ⫽ 7.
20 ⫺ 2x
Show your work.
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Short-Response Student Sample 2A
Short-Response Student Sample 2A
Rubric Score Point = 2
Note: The student provides the correct answer of 6 and shows work.
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Short-Response Student Sample 2B
Short-Response Student Sample 2B
Rubric Score Point = 2
Note: The student provides the correct answer of 6 and shows work in labeled steps.
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Short-Response Student Sample 2C
Short-Response Student Sample 2C
Rubric Score Point = 1
Note: The student provides an incorrect answer of 126 due to an order of operations error but shows some
correct work by including multiplying by 7.
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Mathematics Extended-Response
Scoring Rubric
Followed by Student Samples
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Mathematics Extended-Response Scoring Rubric
The following rubric is used to score the extended-response items for all grade levels. A student-friendly
version of this extended-response scoring rubric is available online at www.isbe.net/assessment/math.htm.
SCORE
LEVEL
MATHEMATICAL KNOWLEDGE:
Knowledge of mathematical principles and
concepts which result in a correct solution to
a problem.
STRATEGIC KNOWLEDGE:
Identification and use of important
elements of the problem that represent
and integrate concepts which yield the
solution (e.g., models, diagrams, symbols,
algorithms).
EXPLANATION:
Written explanation of the rationales and
steps of the solution process. A justification
of each step is provided. Though important,
the length of the response, grammar, and
syntax are not the critical elements of this
dimension.
4
• gives a complete written explanation of the
• identifies all important elements of
• shows complete understanding of the
solution process; clearly explains what was
the problem and shows complete
problem’s mathematical concepts and
done and why it was done
understanding of the relationships among
principles
elements
• may include a diagram with a complete
• uses appropriate mathematical terminology
explanation of all its elements
and notations including labeling answer if • shows complete evidence of an appropriate
strategy that would correctly solve the
appropriate
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
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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 2006 and 2007 ISAT sample books for additional extended-response items and student
samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
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Blank Extended-Response Template
Mathematics - Session 3
Problem 1
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Mathematics - Session 3
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Problem 1-continued
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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 10.6.04, “Determine the mode,
range, median, and mean, given a set of data or a graph.”
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The table shows the number of points Carol has earned on each of 5 tests. The maximum
score for each test is 100 points. She wants to have a mean (average) score of exactly 85
points for all six tests.
Test Points
1
90
2
95
3
85
4
82
5
75
6
?
Exactly how many points must she earn on test 6 in order to have a mean (average)
score of exactly 85 points for all six tests?
Show all your work. Explain in words how you found your answer. Write why you
took the steps you did to solve the problem.
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Extended-Response Student Sample 1A
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Extended-Response Student Sample 1A Continued
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Extended-Response Student Sample 1B
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Extended-Response Student Sample 1B Continued
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Extended-Response Student Sample 1C
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Extended-Response Student Sample 1C Continued
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Scoring Guide for “Carol’s Test Points”
To solve this problem, students must determine the sixth test score, when given ﬁve test scores and a mean (average)
score of exactly 85 for all six test scores. The correct test score for the sixth test is 83.
Extended-Response Student Sample 1A
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
The response shows complete
evidence of an appropriate
strategy that correctly solves this
problem (I added all the test scores
and got 427…I multiply 85 × 6 to
get total points of 510…Then I add
427 to 83 and got 510).
The response provides a complete
written explanation of the solution
process by clearly explaining what
was done and why it was done
(I added all the test scores and got
427. Carol wanted an average of 85
so I multiply 85 x 6 to get total points
of 510 because 85 she wanted as her
average. Then I add 427 to 83 and
got 510 because 83 is around an
average of 85).
The response shows complete
understanding of the problem’s
mathematical concepts and
principles. The student executes
computations completely and
correctly and gives the correct
answer (83).
Extended-Response Student Sample 1B
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
2
The response shows complete
understanding of the problem’s
mathematical concepts and
principles. The student executes
computations completely and
correctly and gives the correct
answer (83).
The response shows complete
evidence of an appropriate
strategy to correctly solve the
problem. The student uses a
guess-and-check method (I added
all of these points up and got 427.
Then I tried using all the #’s in the
closest range).
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The response gives some written
explanation of the solution process
by explaining part of what was
done (I added up all these points…
I tried using all the #’s in the closest
range).
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Extended-Response Student Sample 1C
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
2
2
2
The response shows some
understanding of the problem’s
mathematical concepts and
principles. The student adds
the five test scores correctly
and divides the total by six. The
student uses a process that has
the correct operations of addition
and division, but the number of
test scores and divisor are not in
agreement.
The response includes some
evidence of a strategy for solving
the problem but shows only
limited understanding of the
relationships of the numbers.
The response gives some written
explanation of the solution process
by explaining what was done and
including a vague explanation of
how to calculate averages (I know
that when you have average you to
add all yours numbers up as you can
see on the other page. I did that then
I divide by 6).
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