PSSA Grade 3 Math Sampler 2008

The Pennsylvania System of School Assessment
Mathematics Item and Scoring Sampler
6 x5 30
parade grade lake brake
My Book List
It was raining.
20082009 Grade 3
Pennsylvania Department of Education Bureau of Assessment and Accountability 20082009
TABLE OF CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 General Description of Mathematics Scoring Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Mathematics Reporting Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Description of Sample Items . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Grade 3 Ruler . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Multiple-Choice Items. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 First Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Second Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Third Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Fourth Open-Ended Item . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Item-Specic Scoring Guideline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Open-Ended Item Responses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Grade 3 Mathematics Item Sampler 2008-2009
i ii
MATHEMATICS INTRODUCTION
General Introduction
The Department of Education provides districts and schools with tools to assist in delivering focused instructional programs aligned to the state assessment system. These tools include assessment anchor documents, assessment handbooks, and content-based item and scoring samplers. This 20082009 Mathematics Item and Scoring Sampler is a useful tool for Pennsylvania educators in the preparation of local instructional programs and the statewide PSSA.
What Is Included
The 20082009 Mathematics Item and Scoring Samplers do not contain newly released items. The samplers are a compilation of previously released items. This item and scoring sampler contains mathematics multiple-choice items and open-ended items that have been written to align to the 2008 Assessment Anchor Content Standards (Assessment Anchors). Some of the items are actual items used to assess student performance on the PSSA. They provide an idea of the types of items that will appear on the operational Spring 2009 PSSA. Each item has been through a rigorous review process to ensure alignment with the Assessment Anchors.
Purpose and Uses

The items in this sampler may be used as examples for creating assessment items at the classroom level, and they may also be copied and used as part of a local instructional program.* Classroom teachers may nd it benecial to have students respond to the open-ended items in this sampler. Educators can then use the sampler as a guide to score the responses either independently or together with colleagues within a school or district.
Item Format and Scoring Guidelines

The multiple-choice items have four answer choices. Each correct response to a multiple-choice item is worth one point. Each open-ended item is designed to take about ten minutes to complete. During an ofcial testing administration, students are given additional time as necessary to complete the test items. Each open-ended item in mathematics is scored using an item-specic scoring guideline based on a 04 point scale. In this sampler, every item-specic scoring guideline is combined with examples of student responses representing each score point to form a practical itemspecic scoring guide. The sampler also includes the General Description of Mathematics Scoring Guidelines used to develop the item-specic guidelines and guides. These General Description Scoring Guidelines should be used if any additional item-specic scoring guidelines are created for use within local instructional programs.*
Item Alignment
All PSSA items are aligned to statements and specications included in the Assessment Anchor Content Standards documents. The mathematics content included in the PSSA mathematics multiple-choice items will align with the Assessment Anchors as dened by the Eligible Content statements. The process skills, directives, and action statements will also specically align with the Assessment Anchors as dened by Eligible Content statements. The mathematics content included in the PSSA mathematics open-ended items will align with content included in Eligible Content statements. The process skills, directives, and action statements included in the performance demands of the PSSA mathematics open-ended items will align with specications included in the Assessment Anchor statements, the Descriptor statements, and/or the Eligible Content statements. In other words, the verbs or action statements used in the open-ended questions or stems can come from the Eligible Content, Descriptor, or Anchor.
* The permission to copy and/or use these materials does not extend to commercial purposes.
Grade 3 Mathematics Item Sampler 2008-2009 1
MATHEMATICS GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES

4 The response demonstrates a thorough understanding of the mathematical concepts and procedures required by the task. The response provides correct answer(s) with clear and complete mathematical procedures shown and a correct explanation, as required by the task. Response may contain a minor blemish or omission in work or explanation that does not detract from demonstrating a thorough understanding. 3 The response demonstrates a general understanding of the mathematical concepts and procedures required by the task. The response and explanation (as required by the task) are mostly complete and correct. The response may have minor errors or omissions that do not detract from demonstrating a general understanding. 2 The response demonstrates a partial understanding of the mathematical concepts and procedures required by the task. The response is somewhat correct with partial understanding of the required mathematical concepts and/or procedures demonstrated and/or explained. The response may contain some work that is incomplete or unclear. 1 The response demonstrates a minimal understanding of the mathematical concepts and procedures required by the task. 0 The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures required by the task for that grade level. Response may show only information copied from the question. Special Categories within zero reported separately: BLK (blank) ...........Blank, entirely erased, or written refusal to respond OT ..........................Off task IL ...........................Illegible LOE .......................Response in a language other than English
MATHEMATICS MATHEMATICS REPORTING CATEGORIES

Mathematics scores are reported in ve categories: A Numbers and Operations B Measurement C Geometry D Algebraic Concepts E Data Analysis and Probability Examples of multiple-choice and open-ended items assessing these categories are included in this booklet.
DESCRIPTION OF SAMPLE ITEMS

The mathematics multiple-choice items begin on the next page. Each item is preceded by the Assessment Anchor and Eligible Content coding. The majority of answer options are followed by a brief analysis or rationale. The correct answer is indicated by an asterisk (*). Four open-ended items follow the multiple-choice items. Each of these is displayed with an item-specic scoring guidelines and examples of responses with scores and annotations. Since students are not permitted to use a calculator on the grade 3 PSSA, it is intended that the items on the grade 3 sampler be solved without the use of a calculator. Scratch paper may be used in solving all items, and a ruler similar to that shown below should be used to answer item numbers 24 and 25.
GRADE 3 RULER
The ruler shown below is not intended to be used to measure. It has been included as a representation of the rulers that will be provided for students when they take the test. Due to differences in printers, etc., the ruler and item numbers 24 and 25 may not accurately reproduce to scale.
Inches GRADE 3
MATHEMATICS MULTIPLE-CHOICE ITEMS

A.1.1.1 A.1.1.2
Two thousand thirty-seven people went to the school fair. Which shows two thousand thirty-seven? ` ` ` 2,037 * 2,370 200,037
two thousand three hundred seventy two hundred thousand thirty-seven
Which number is even? ` ` 15 47

odd number
odd digit in ones place
` 310 * ` 801
3MSA112
odd digit in ones place
` 2,000,037
two million thirtyseven
A.1.1.2
Which number below is odd? 18, ` ` 18 70 70, 104, 111
odd tens digit odd tens digit odd hundreds digit
` 104 ` 111
MATHEMATICS
A.1.1.5
The population of North Belle Vernon is 2,107. Which shows the population of North Belle Vernon? `
217
2,017
3MSA115
2,170
MATHEMATICS
A.1.2.1 A.1.2.1
Directions
Use the gure below to answer Number 5.
Steven had the oranges shown below.
What part of the figure is shaded? ` 1 } 3 ` 3 } 8 ` 3 } 5 ` 5 } 8

denominator = shaded segments
*
shaded to unshaded segments unshaded segments
He gave the shaded oranges to his sister. What fraction of the oranges did Steven give to his sister? 2 ` } 6 ` 2 } 4 ` 4 } 2 ` 6 } 2
3MSA121
*
gave / kept
kept / gave
total / gave
MATHEMATICS
A.1.2.2 A.1.3.1
Which shows 2 shaded? } 3 `

2 parts shaded; 3 parts not shaded
Directions
Use the coins below to answer Number 8.
3 parts shaded; 2 parts not shaded
8 `
*
What is the value of the coins shown above? ` 7 cents

number of coins quarters as nickels
2/3 not shaded
` 41 cents ` 81 cents ` 90 cents

3MSA131
*
penny as dime
3MSA122
A.2.1.1
Which is the same as 7 4? ` 7+4 ` 7+7+7+7 * ` 7+4+7+4 ` 7777
3MSA211
MATHEMATICS
A.2.1.2
10
There are 35 students in Ms. Warners band class. On Tuesday, 7 of the students were absent. To find the number of students who were in band class on Tuesday, Ms. Warner subtracted 35 7 = 28. Which number sentence could she use to check her answer? ` 28 7 = 21 ` 28 + 7 = 35 ` 35 + 7 = 42 ` 35 + 7 + 28 = 70
2 numbers from prompt and same operation
*
2 numbers from prompt and inverse operation all 3 numbers from prompt and inverse operation
3MSA212
A.2.1.3
A.2.1.3
11
There are 5 students in the Bird Watchers Club. Each student made 2 birdhouses. Which shows how many birdhouses the students made in all? ` 5+2 ` 52 ` 52 ` 55
addition
12
Tad had an empty bank. He put 75 in his bank on Monday, Tuesday, and Wednesday. On Thursday he took 90 out of his bank. Which 2 operations will show the amount of money still in his bank? ` add and then multiply ` subtract and then multiply ` subtract and then add ` multiply and then subtract *
*
subtraction wrong factors
3MSA213
MATHEMATICS
A.3.1.1 A.3.1.2
13
Sheldon had 28 apples. He used 9 apples to make a pie. How many apples did Sheldon have left after making the pie? ` 19 ` 21 ` 29 ` 37
*
9 8 in ones place
15
Ms. Kane had 7 boxes of markers. Each box had 4 markers inside. How many markers did Ms. Kane have in all? ` 11 ` 14 ` 28 ` 74
7+4 72
*
combined 7, 4
2 isnt reduced 9 + 28
3MSA311
A.3.1.3
A.3.1.1
16
14
Find the sum: 87 1 9 ` ` ` 86 87 96

did not regroup addition errorones, and did not regroup
On Saturday, 232 people went to a soccer game. On Monday, 41 people went to a soccer game. What was the total number of people at both soccer games? ` 191 ` 211 ` 273 ` 642
232 41 lesser numbers subtracted from greater numbers
*
added 87 + 90
3MSA313
*
232 + 410 (digits aligned incorrectly)
` 177
MATHEMATICS
A.3.2.1 B.1.1.1
17
A store sold 387 CDs in one week and 215 CDs the next week. About how many CDs did the store sell in all? ` 200 ` 400 ` 600 ` 700
*
400 + 300 400 200 rounded 387
19
Which clock shows 11:18?

12
11 10
1 2 3
9 8 7 6 5 4
hour and minute hands switched

12
11 10
1 2 3
A.3.2.1
9 8 7 6 5 4
18
There are 517 students at Hassans school. His sisters school has 381 students. Which is closest to the total number of students at both schools? ` ` ` 200 800 900
500 300 500 + 300
*
12
11 10
1 2 3
9 8 7 6 5 4
*
600 + 400
` 1000
3MSA321
18 minutes before 11:00

12
11 10
1 2 3
9 8 7 6 5 4
10:18
3MSB111
10
MATHEMATICS
B.1.1.1 B.1.1.2
20
Which clock shows 7:08?

12
21
Marta began reading at 4:45 P.M. She finished at 5:20 P.M. How long did Marta read? ` 25 minute ` 35 minutes ` 65 minutes ` 75 minutes
45 20
11 10
1 2 3
9 8 7 6 5 4
*
45 + 20 520 445
11 10
12
1 2 3
9 8 7 6 5 4
B.1.2.1
22
Henry wants to measure the width of a postcard. Which is the best unit to use to measure the width of the postcard? ` feet
too large
11 10
12
1 2 3
9 8 7 6 5 4
` inches ` ounces ` pints
*
measures weight measures capacity
11 10
12
1 2 3
9 8 7 6 5 4
11
MATHEMATICS
B.1.2.1 B.2.1.1
23
Which unit is most likely to be used to measure the amount of cereal a 3rd grader eats for breakfast? ` cup ` gallon ` quart ` teaspoon
*
too large too large too small
24
Devin drew the flower shown below.
3MSB121
Using your ruler, how many inches tall is Devins flower? ` 1 inch } 2 ` 1 inch ` 1 1 inches } 2 ` 2 inches
3MSB211
not long enough not long enough
*
too long
12
MATHEMATICS
B.2.1.1
Directions
Use the gure below to answer Number 25.
25
Using your ruler, what is the length of the feather? ` 2 1 inches } 2 ` 3 inches 1 ` 3 } inches * 2 ` 4 inches
13
MATHEMATICS
B.2.2.1 C.1.1.1
26
Ginny has a bicycle. Which is most likely the length of Ginnys bicycle? ` 5 inches ` 5 feet * ` 5 yards ` 5 miles
28
Juliet drew a shape that has only 3 sides. Which shape did she draw? ` circle ` rectangle ` square ` triangle
*
no sides four sides four sides
3MSC111
C.1.1.1
C.1.1.2
Directions
Use the shape below to answer Number 27.
Directions
Use the shape below to answer Number 29.
M GU
27
What is the name of this shape? ` hexagon ` octagon ` pentagon ` triangle

*
8 sides 5 sides 3 sides
29
What is the name of the shape of the package of gum? ` cone ` cube ` pyramid
circular base 6 square sides triangular sides
` rectangular prism *
14
MATHEMATICS
C.1.1.2 C.2.1.1
30
Marnie plays with blocks like the one shown below.
31
Which picture shows a line of symmetry?
` What shape is Marnies block? ` cylinder ` cube ` cone ` pyramid

3MSC112
2 round bases
6 square faces
*
square or triangle base
3MSC211
15
MATHEMATICS
C.2.1.1 C.2.1.2
32
Which figure shows a line of symmetry?

*
33
Which figure has symmetry?
`
*
D.1.1.1
34
Derrick made the pattern below.
?
Which shows the next 2 shapes in the pattern? ` ` `
the shapes that follow the second in pa ern
rst two shapes in the pa ern
`
3MSD111
opposite of last two shapes in the pa ern
16
MATHEMATICS
D.1.1.1
35
Aki made a pattern by putting beads on a string.

?
The pattern continues. Which bead should be next? ` ` ` `

*
D.1.1.2
36
Jan made a pattern of numbers with cards.
34
24
14
Which rule describes the pattern of numbers on the cards? ` subtract 10 * ` subtract 14 ` multiply by 2 ` multiply by 4
17
MATHEMATICS
D.1.1.2 D.2.1.1
37
Chad made a pattern of numbers. 4, 13, 22, 31 What is the rule for Chads pattern? ` add 1 ` add 4 ` add 9 ` add 11
pa ern of tens digits rst number in pa ern
38
Which story matches 25 10 = 15? ` There were 25 boxes of cereal on a store shelf. Today, 10 boxes were sold. How many boxes of cereal are left on the * shelf? ` There were 25 boxes of cereal on a store shelf. Today, 10 more boxes were put on the shelf. How many total boxes of cereal are on the shelf?
25 + 10 = 35
*
each digit changes by 1
3MSD112
` There were 15 boxes of cereal on a store shelf. Today, 10 boxes were sold. How many boxes of cereal are left on the shelf?
15 10 = 5
` There were 15 boxes of cereal on a store shelf. Today, 25 boxes were put on the shelf. How many total boxes of cereal are on the shelf?
15 + 25 = 40
3MSD211
18
MATHEMATICS
D.2.1.1 D.2.1.2
Directions
Use the number sentence below to answer Number 39. 19 1 7 1 5 5 31
40
Luis worked 3 hours to earn $15. He put the $15 in his bank. Then he spent $6. Now he has $9 in his bank. Which number sentence describes this story? ` 15 1 6 5 21 ` 935 ` 31659 ` 15 6 5 9
adds instead of subtracting uses 3 hours
39
Which story below describes this number sentence? ` Maya had 19 toy cars. She gave away 7 and got 5 in return.
19 7 + 5
uses 3 hours
` Maya had 31 toy cars. She got 19 more. Then she gave away 5. Then she gave away 7.
31 + 19 5 7
` Maya had 19 toy cars. Then she got 7 more. Then she got 5 more. Now Maya has 31 cars.
*
` Maya had 7 toy cars. Then she got 19 more cars. Then she gave away 5 cars.
7 + 19 5
19
MATHEMATICS
D.2.2.1 D.2.2.2
Directions
Use the number sentence below to answer Number 41. 1 8 . 9 1 11
Directions
Use the number sentence below to answer Number 42. 7 4=3
41
Which number can go in the to make this number sentence true? ` 9

9 + 8 < 20 10 + 8 < 20 12 + 8 = 20
42
What symbol goes in the to make the number sentence true? ` , ` . ` 1 `

not an operation not an operation wrong operation
` 10 ` 12 ` 13
3MSD222
20
MATHEMATICS
D.2.2.2 E.1.1.1
Directions
Use the number sentence below to answer Number 43. 932 336
44
The chart below shows the colors chosen by people buying new cars. Colors of New Cars Color red blue black Number of Cars
43
Which symbol can go in the to make this number sentence true? ` 3 ` 5 ` . ` ,

matches given symbols
white What color was chosen the most often? ` red * ` blue ` black ` white
*
greater than less than
21
MATHEMATICS
E.1.1.1
45
The bar graph below shows how many students went to a movie on Saturday.
Students Who Went to a Movie

12 Number of Students 10 8 6 4 2 0 Room 19 Room 26 Room 30 Room 35
Classroom Which classroom had the least number of students go to a movie? ` Room 19 ` Room 26 ` Room 30 ` Room 35
3MSE111
least room number
*
greatest number of students greatest room number
22
MATHEMATICS
E.1.1.2
46
The tally chart below shows the number of students who chose each type of lunch. Lunch Choices Type club sandwich veggie pizza taco salad mac & cheese Which sentence is true about the students lunch choices? ` The greatest number of students chose mac & cheese. ` More students chose club sandwich than mac & cheese. ` Fewer students chose mac & cheese than taco salad. ` The least number of students chose taco salad.
6,9 4,6 6.2
Number of Students
3MSE112
23
MATHEMATICS
E.1.1.2
47
The bar graph below shows the type and number of playground balls used at recess. Playground Balls Used 10 9 8 7 Number ` 9 ` 17 ` 20 ` 21
9+8 9+8+3
6 5 4 3 2 1 0 kickball basketball soccer ball Type
What is the total number of playground balls used at recess?

greatest number
24
MATHEMATICS
E.1.2.1
48
Rosanne counts all of her coins. She has 20 nickels 18 dimes 15 quarters Which bar graph shows this information? Coin Count
40 40
Coin Count Number

30 20 10 0 nickel dime quarter
Number
3MSE121
Coin
numbers of dimes and quarters switched
Coin
numbers of nickels and dimes switched
Coin Count
40 40
Coin Count Number

30 20 10 0 nickel
*
Number
dime
quarter
Coin
numbers of nickels and quarters switched
Coin
25
MATHEMATICS
E.1.2.2
49
The table below shows the voting results for the captain of a team. Votes for Captain Name Greg Jill Li Rosa Number 4 2 3 6
Which bar graph shows the information in the table? 7 6 5 4 3 2 1 0 Votes for Captain 7 6 5 4 3 2 1 0 Votes for Captain
Number
Greg Jill Li Rosa Name `
Number
7 6 5 4 3 2 1 0
Votes for Captain
7 6 5 4 3 2 1 0
Votes for Captain
Number
Number
26
MATHEMATICS
E.1.2.2
50
The bar graph below shows the number of students on the Guppies Swim Team each summer. Number of Students Guppies Swim Team
80 60 40 20 0 2001 2002 2003 2004
Summer Which table shows the information in the graph? Summer `

2001 2002 2003 2004
rounded up to next 10
Number of Students
30 60 50 80
Summer `
2001 2002 2003 2004
*
Number of Students
30 55 45 75
Summer `
2001 2002 2003 2004
Number of Students
30 50 40 70
Summer `
2001 2002 2003 2004
misread graph
Number of Students
35 55 50 75
3MSE122
rounded to previous 10
27
MATHEMATICS FIRST OPEN-ENDED ITEM

A.1
51
Lucy has the money shown below to go shopping.

F E D E R A L R E S E RV E N O T E F E D E R A L R E S E RV E N O T E F E D E R A L R E S E RV E N O T E
THE UNITED STATES OF AMERICA
Part A What is the total amount of money Lucy has? ANSWER BOX: $
Part B Lucy bought a hair clip for $2.48. Draw a circle around each bill and coin Lucy needs to pay the exact amount for the clip.
GO TO THE NEXT PAGE TO FINISH THE QUESTION.
28
MATHEMATICS
51. Continued. Please refer to the previous page for task explanation.
Part C Lucy next bought a snack for $0.89. She gave the clerk $1.00. The cashier gave Lucy her change in coins. DRAW a circle around the coins that the cashier could have given Lucy.
EXPLAIN the steps you used to choose the coins for the correct change.
29
MATHEMATICS ITEM-SPECIFIC SCORING GUIDELINE

Item #51 This item will be reported under Category A, Numbers and Operations. Assessment Anchor: A.1Demonstrate an understanding of numbers, ways of representing numbers, relationships among numbers and number systems. Specic Eligible Content addressed by this item: A.1.3.1Count a collection of bills and coins less than $5.00 (penny, nickel, dime, quarter, dollar). Money may be represented as 15 cents, 15, or $0.15. A.1.3.2Compare total values of combinations of coins less than $5.00 (penny, nickel, dime, quarter, dollar). A.1.3.3Make change for an amount up to $5.00 with no more than $2.00 change given (penny, nickel, dime, quarter, dollar). Scoring Guide: Score 4 3 2 1 0 In response to this item, the student demonstrates a thorough understanding of counting and comparing a collection of bills and coins and making change by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of counting and comparing a collection of bills and coins and making change with only minor errors or omissions. demonstrates a partial understanding of counting and comparing a collection of bills and coins and making change by correctly performing a signicant portion of the required task. demonstrates minimal understanding of counting and comparing a collection of bills and coins and making change. The response has given no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorable
30
MATHEMATICS
Item #51 Top Scoring Response: Part A Answer $3.84 (1 score point) 1 point for correct answer Part B Answer
OR equivalent combination of bills and coins
(1 score point) 1 point for correct answer Part C Answer Support Lucy gave the cashier a one-dollar bill. She owed 89 cents, so I subtracted this from 100 cents. The cashier should give Lucy 11 cents back. 11 = 1 dime and 1 penny
OR equivalent combination of coins (2 score points) 1 point for correct answer 1 point for complete support
31
MATHEMATICS OPEN-ENDED ITEM RESPONSES

A.1 Response Score: 4
51

Part A What is the total amount of money Lucy has? ANSWER BOX:
The student has given a correct answer.

32
MATHEMATICS
The student has given a correct answer. The student has shown complete support.
33
MATHEMATICS
51

The student has given an incorrect answer.

34
MATHEMATICS
35
MATHEMATICS
51


36
MATHEMATICS
The student has given a correct answer. The student has shown incomplete support.
37
MATHEMATICS
51


38
MATHEMATICS
The student has given a correct answer. The student has shown no support.
39
MATHEMATICS
51


40
MATHEMATICS
The student has given an incorrect answer. The student has shown incorrect support.
41
MATHEMATICS
51


42
MATHEMATICS
The student has given an incorrect answer. The student has shown complete support.
43
MATHEMATICS
51


44
MATHEMATICS
45
MATHEMATICS
51


46
MATHEMATICS
The student has given an incorrect answer. The student has shown no support.
47
MATHEMATICS SECOND OPEN-ENDED ITEM 52 Ben woke up at 7:00 A.M. Part A DRAW hands on the clock labeled Woke Up to show 7:00 A.M.
Woke Up
Ben left his house at the time shown on the clock labeled Left House.
Left House Part B What time did Ben leave the house? ANSWER BOX:
A.M.
48
MATHEMATICS
Part C How much time passed between when Ben woke up and when Ben left the house?
PUT your answer in the ANSWER BOX. EXPLAIN the steps you used to nd the length of time.
ANSWER BOX:
49

Item #52 This item will be reported under Category B, Measurement. Assessment Anchor: B.1 Demonstrate an understanding of measurable attributes of objects and gures, and the units, systems, and processes of measurement. Specic Eligible Content addressed by this item: B.1.1.1 Tell/show time (analog) to the minute. B.1.1.2 Find elapsed time to increments of 5 minutes (limited to 2 adjacent hours). Scoring Guide: Score 4 3 2 1 0 In response to this item, the student demonstrates a thorough understanding of telling and showing time on an analog clock and nding elapsed time by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of telling and showing time on an analog clock and nding elapsed time with only minor errors or omissions. demonstrates a partial understanding of telling and showing time on an analog clock and nding elapsed time by correctly performing a signicant portion of the required task. demonstrates minimal understanding of telling and showing time on an analog clock and nding elapsed time. The response has given no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorable
50
MATHEMATICS
Item #52 Top Scoring Response: Part A Answer
11 10 9 8 7
12
1 2 3 4 5
(1 score point) 1 point for correct drawing Part B Answer 8:15 OR equivalent (1 score point) 1 point for correct answer Part C Answer Support I subtracted 7:00 from 8:00 and got 1 hour. I added 15 more minutes because Ben left the house at 15 minutes after 8:00. OR equivalent
one hour and fteen minutes OR 75 minutes
(2 score points) 1 point for correct answer 1 point for complete support
51
MATHEMATICS OPEN-ENDED ITEM RESPONSES SECOND OPEN-ENDED ITEM

B.1 Response Score: 4
52
Ben woke up at 7:00 A.M. Part A DRAW hands on the clock labeled Woke Up to show 7:00 A.M.
The student has correctly drawn the hands.
A.M.
52
MATHEMATICS
ANSWER BOX:
53
MATHEMATICS
52
The student has incorrectly drawn the hands.
A.M.
54
MATHEMATICS
ANSWER BOX:
55
MATHEMATICS
52
A.M.
56
MATHEMATICS
ANSWER BOX:
57
MATHEMATICS
52
The student has not drawn the hands.
Woke Up
A.M.
58
MATHEMATICS
ANSWER BOX:
The student has given a correct answer. The student has shown incorrect support.
59
MATHEMATICS
52
Woke Up
A.M.
60
MATHEMATICS
ANSWER BOX:
61
MATHEMATICS
52
The student has drawn the hands in reverse position.
A.M.
62
MATHEMATICS
ANSWER BOX:
63
MATHEMATICS
52
A.M.
64
MATHEMATICS
ANSWER BOX:
The student has given an incorrect answer. The student has shown incorrect support.
65
MATHEMATICS
52
A.M.
66
MATHEMATICS
ANSWER BOX:
67
MATHEMATICS THIRD OPEN-ENDED ITEM

D.1 Response Score:
53
Ann made the pattern of numbers below. 18, Part A What is the rule Ann used to make the pattern? 14, 10, 6
61-6403A
68
MATHEMATICS
Part B SHOW or EXPLAIN why the number 4 will not be in Anns pattern.
Part C WRITE numbers in the blanks to make a pattern, using the rule from Part A. The rst number is given to you.
37,
61-6403B
69

Item #53 This item will be reported under Category D, Algebraic Concepts. Assessment Anchor: D.1Demonstrate an understanding of patterns, relations and functions. Specic Eligible Content addressed by this item: D.1.1.1Extend or nd a missing element in a pattern of numbers or shapes (pattern must show 3 repetitions if multiples are used, limit to 2, 3 or 5). D.1.1.2Identify/describe the rule for a pattern shown (pattern must show 3 repetitions if multiples are used, limit to 2, 3 or 5). Scoring Guide: Score 4 In response to this item, the student demonstrates a thorough understanding of extending a pattern of numbers and describing the rule for a pattern by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of extending a pattern of numbers and describing the rule for a pattern by correctly solving problems and clearly explaining procedures with only minor errors or omissions. demonstrates a partial understanding of extending a pattern of numbers and describing the rule for a pattern by correctly performing a signicant portion of the required task. demonstrates minimal understanding of extending a pattern of numbers and describing the rule for a pattern. The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
2 1 0
Nonscorable
70
MATHEMATICS
Item #53 Top Scoring Response: Part A Answer subtract 4 OR skip-count backward by 4s OR equivalent (1 score point) 1 point for correct answer
Part B Support 18 ] 4 5 14, 14 ] 4 5 10, 10 ] 4 5 6, and 6 ] 4 5 2 and 2 4 OR When I use the rule from part A and subtract 4 from 6, I get 2. This means 4 will not be in the pattern, because I skipped past it. OR equivalent (1 score point) 1 point for complete support
Part C Answer (37), 33, 29, 25, 21 (2 score points) 0.5 point for each correct answer
71

D.1 Response Score: 4
53
61-6403A
72
MATHEMATICS
The student has given correct and complete support.
37,
61-6403B
The student has given a correct and complete set of answers.
73
MATHEMATICS
D.1
Response Score: 3
53
61-6403A
74
MATHEMATICS
37,
61-6403B
The student has three correct answers and one incorrect answer due to a calculation error. The error, 29 ] 4 26, is carried through correctly.
75
MATHEMATICS
D.1
Response Score: 3
53
61-6403A
76
MATHEMATICS
The student has given correct but incomplete support.
37,
61-6403B
The student has given a correct set of answers.
77
MATHEMATICS
D.1
Response Score: 2
53
61-6403A
78
MATHEMATICS
37,
61-6403B
The student has given an incorrect set of answers.
79
MATHEMATICS
Response Score: 2
D.1
53
61-6403A
80
MATHEMATICS
The student has given an incorrect explanation.
37,
61-6403B
The student has one incorrect answer due to a calculation error and the rest are carried through correctly.
81
MATHEMATICS
D.1
Response Score: 1
53
61-6403A
82
MATHEMATICS
37,
61-6403B
83
MATHEMATICS
D.1
Response Score: 1
53
The student demonstrates minimal understanding.
61-6403A
84
MATHEMATICS
37,
61-6403B
85
MATHEMATICS
D.1
Response Score: 0
53
61-6403A
86
MATHEMATICS
37,
61-6403B
87
MATHEMATICS FOURTH OPEN-ENDED ITEM

E.1
54
The table and bar graph below show which games students in Mrs. Allens class played on Monday. Games Played Game reading math tiles blocks Games Played 9 8 7 6 5 4 3 2 1 0 Number of Students Number of Students 3 7 4
reading
math Game
tiles
blocks
Part A The number of students who played the blocks game is missing from the table. COMPLETE the table using the bar graph. Part B The number of students who played the tiles game is missing from the bar graph. COMPLETE the bar graph using the table.
61-6417A
88
MATHEMATICS
Part C Mrs. Allen then made some changes. She wanted the same number of students playing the reading game as the math game. How many students needed to switch from the math game to the reading game? PUT your answer in the ANSWER BOX. SHOW or EXPLAIN all your work.
ANSWER BOX: students

61-6417B
89

Item #54 This item will be reported under Category E, Data Analysis and Probability. Assessment Anchor: E.1Formulate or answer questions that can be addressed with data and/or organize, display, interpret or analyze data. Specic Eligible Content addressed by this item: E.1.1.2Describe, interpret and/or answer questions based on data shown in tables, charts or bar graphs. E.1.2.1Graph data or complete a graph given the data (grid is provided). E.1.2.2Translate information from one type of display to another (e.g. convert tally chart to bar graph). Limit to tally charts, bar graphs and tables. Scoring Guide: Score 4 In response to this item, the student demonstrates a thorough understanding of completing a graph given the data, translating information from one type of display to another, and answering questions based on data by correctly solving problems and clearly explaining procedures. demonstrates a general understanding of completing a graph given the data, translating information from one type of display to another, and answering questions based on data by correctly solving problems and clearly explaining procedures with only minor errors or omissions. demonstrates a partial understanding of completing a graph given the data, translating information from one type of display to another, and answering questions based on data by correctly performing a signicant portion of the required task. demonstrates minimal understanding of completing a graph given the data, translating information from one type of display to another, and answering questions based on data. The response has no correct answer and insufcient evidence to demonstrate any understanding of the mathematical concepts and procedures as required by the task. Response may show only information copied from the question. BLK (blank) ... Blank, entirely erased, or written refusal to respond OT ................... Off task IL .................... Illegible LOE ................ Response in a language other than English
Nonscorable
90
MATHEMATICS
Item #54 Top Scoring Response: Part A Answer 2 (in empty cell of table) (1 score point) 1 point for correct answer
Part B Answer Student correctly draws bar for tiles game up to 4 on graph. (1 score point) 1 point for correct answer
Part C Answer 2 (students)
Support 7 ] 2 = 5 and 3 + 2 = 5 OR If 2 students move from math to reading, then both games will have 5 students. Reading would go up from 3 to 5, and math would go down from 7 to 5. OR equivalent
(2 score points) 1 point for correct answer 1 point for complete support
91

E.1 Response Score: 4
54
reading
math Game
tiles
blocks
61-6417A
92
MATHEMATICS
The student has given a correct answer with correct and complete support.
61-6417B
93
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
94
MATHEMATICS
The student has given an incorrect answer with correct and complete support.
61-6417B
95
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
96
MATHEMATICS
The student has given a correct answer with correct but incomplete support.
61-6417B
97
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
98
MATHEMATICS
The student has given a correct answer with correct but incomplete support.
61-6417B
99
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
100
MATHEMATICS
The student has given an incorrect answer with incorrect support.
61-6417B
101
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
102
MATHEMATICS
61-6417B
103
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
104
MATHEMATICS
61-6417B
105
MATHEMATICS
54
reading
math Game
tiles
blocks
61-6417A
106
MATHEMATICS
61-6417B
107
Mathematics Grade 3 Item and Scoring Sampler

Copyright 2008 by the Pennsylvania Department of Education. The materials contained in this publication may be duplicated by Pennsylvania educators for local classroom use. This permission does not extend to the duplication of materials for commercial use.

PSSA Grade 3 Math Sampler 2008

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The Pennsylvania System of School Assessment

Mathematics Item and Scoring Sampler

parade grade lake brake

Grade 3 Mathematics Item Sampler 2008-2009

Purpose and Uses

Item Format and Scoring Guidelines

MATHEMATICS GENERAL DESCRIPTION OF MATHEMATICS SCORING GUIDELINES

Grade 3 Mathematics Item Sampler 2008-2009

MATHEMATICS MATHEMATICS REPORTING CATEGORIES

DESCRIPTION OF SAMPLE ITEMS

Grade 3 Mathematics Item Sampler 2008-2009

MATHEMATICS MULTIPLE-CHOICE ITEMS

Which number is even? ` ` 15 47

odd digit in ones place

odd digit in ones place

two million thirtyseven

Which number below is odd? 18, ` ` 18 70 70, 104, 111

odd tens digit odd tens digit odd hundreds digit

Grade 3 Mathematics Item Sampler 2008-2009

Grade 3 Mathematics Item Sampler 2008-2009

Use the gure below to answer Number 5.

Steven had the oranges shown below.

What part of the figure is shaded? ` 1 } 3 ` 3 } 8 ` 3 } 5 ` 5 } 8

Grade 3 Mathematics Item Sampler 2008-2009

Which shows 2 shaded? } 3 `

Use the coins below to answer Number 8.

3 parts shaded; 2 parts not shaded

What is the value of the coins shown above? ` 7 cents

2/3 not shaded

` 41 cents ` 81 cents ` 90 cents

Which is the same as 7 4? ` 7+4 ` 7+7+7+7 * ` 7+4+7+4 ` 7777

Grade 3 Mathematics Item Sampler 2008-2009

Grade 3 Mathematics Item Sampler 2008-2009

Find the sum: 87 1 9 ` ` ` 86 87 96

Grade 3 Mathematics Item Sampler 2008-2009

Which clock shows 11:18?

hour and minute hands switched

18 minutes before 11:00

Grade 3 Mathematics Item Sampler 2008-2009

Which clock shows 7:08?

` inches ` ounces ` pints

Grade 3 Mathematics Item Sampler 2008-2009

Devin drew the flower shown below.

not long enough not long enough

Grade 3 Mathematics Item Sampler 2008-2009

Use the gure below to answer Number 25.

Grade 3 Mathematics Item Sampler 2008-2009

Use the shape below to answer Number 27.

Use the shape below to answer Number 29.

What is the name of this shape? ` hexagon ` octagon ` pentagon ` triangle

Grade 3 Mathematics Item Sampler 2008-2009

Marnie plays with blocks like the one shown below.

Which picture shows a line of symmetry?

` What shape is Marnies block? ` cylinder ` cube ` cone ` pyramid

Grade 3 Mathematics Item Sampler 2008-2009

Which figure shows a line of symmetry?

Which figure has symmetry?

Derrick made the pattern below.

rst two shapes in the pa ern

opposite of last two shapes in the pa ern

Grade 3 Mathematics Item Sampler 2008-2009

Aki made a pattern by putting beads on a string.

The pattern continues. Which bead should be next? ` ` ` `