Gr7 SB

ISAT Sample Book
2011
7
Sample Items for Reading, Mathematics, and Science
ILLINOIS STATE BOARD OF EDUCATION
GRADE
Copyright 2010 Illinois State Board of Education. All rights reserved. This publication may be reproduced or transmitted by downloading and printing for the purpose of practice testing and not for distribution or resale. Portions of this work were previously published. Stanford Achievement Test: Tenth Edition sample items used with permission of NCS Pearson, Inc. No Experience Needed by Maria Bartiromo from the January 2007 issue of Readers Digest, copyright 2007 by Maria Bartiromo. Reprinted by permission of William Morris Agency, LLC, on behalf of the author.
2011 ISAT Grade 7 Sample Book
Table of Contents
Introduction ............................................................................................................................5 READING Structure of the Grade 7 Reading ISAT ................................................................................7 Item Formats....................................................................................................................................................7 Reading Sessions............................................................................................................................................7 Shorter Passage Followed by Multiple-Choice Sample Items ............................................8 Answer Key with Assessment Objectives Identified ........................................................11 Longer Passage Followed by Multiple-Choice Sample Items ..........................................12 Answer Key with Assessment Objectives Identified ........................................................18 Extended-Response Sample Item ......................................................................................19 Extended-Response Scoring Rubric....................................................................................21 Annotated Extended-Response Student Samples ............................................................23 MATHEMATICS Structure of the Grade 7 Mathematics ISAT ......................................................................38 Item Formats ................................................................................................................................................38 Answer Document for Grade 7 Mathematics ISAT..........................................................................38 Mathematics Sessions................................................................................................................................39 Calculator Use for Grade 7 Mathematics ISAT ..................................................................................39 Rulers for Grade 7 Mathematics ISAT ..................................................................................................39 Scratch Paper for Grade 7 Mathematics ISAT ....................................................................................39 Reference Sheet for Grade 7 Mathematics ISAT ..............................................................................40 Multiple-Choice Sample Items ............................................................................................41 Answer Key with Assessment Objectives Identified ........................................................55 Short-Response Scoring Rubric ..........................................................................................58 Using Short-Response Samples ..........................................................................................59 Blank Short-Response Template ........................................................................................60 Short-Response Sample Items and Annotated Student Samples....................................61 Extended-Response Scoring Rubric....................................................................................69
Using Extended-Response Samples ..................................................................................71 Blank Extended-Response Template ..................................................................................72 Extended-Response Sample Items and Annotated Student Responses ........................74 SCIENCE Structure of the Grade 7 Science ISAT ................................................................................84 Item Formats ................................................................................................................................................84 Science Sessions ..........................................................................................................................................84 Cumulative Knowledge ............................................................................................................................84 Multiple-Choice Sample Items ............................................................................................85 Answer Key with Assessment Objectives Identified ......................................................108
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois Assessment Frameworks. These 2011 samples are meant to give educators and students a general sense of how items are formatted for ISAT. All 2011 ISAT test books will be printed in color. This sample book does not cover the entire content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains additional information about state testing (www.isbe.net/assessment).
Illinois Standards Achievement Test
Reading Samples
Structure of the Grade 7 Reading ISAT

ISAT Reading testing in spring 2011 will consist of 30 norm-referenced items, as well as criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Reading assessment, developed by Pearson, Inc. The criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All items are aligned to the Illinois Reading Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read and reflect, and then to select the alternative that best expresses what they believe the answer to be. A carefully constructed multiple-choice item can assess any of the levels of complexity, from simple procedures to sophisticated concepts. Extended-response items require students to demonstrate an understanding of a passage by explaining key ideas using textual evidence and by using this information to draw conclusions or make connections to other situations. The extended-response items are scored with a holistic rubric and count as 10% of the scale score of the test.
Reading Sessions
All standard time administration test sessions are a minimum of 45 minutes in length. Any student who is still actively engaged in testing when the 45 minutes have elapsed will be allowed up to an additional 10 minutes to complete that test session. More details about how to administer this extra time will appear in the ISAT Test Administration Manual. This policy does not affect students who already receive extended time as determined by their IEP.
Reading ISAT Grade 7

Session 1 45 minutes
6 shorter passages30 multiple-choice items total 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 Consists of 2 or 3 passages 20 multiple-choice items 1 extended-response item (Some items will be pilot items.)
Shorter Passage Followed by Multiple-Choice Sample Items
Reading
School Photographer
by Kristine OConnell George
10
When I am behind my camera lens I can make people stand closer, wrap their arms around each other, even get them to smile. When I am behind my camera lens I see things others dont. I can record a single moment That distorts or tells the truth. When I am behind my camera lens I can see everything Except my own self, hiding behind my camera.
GO ON
9
Reading
1
The poet most likely took the idea for this poem from A B C D a book on photography a volume of poetry her cameras owners manual her own experience
XEJ231
4
If you did not know the meaning of distorts in stanza 2, you should
XEJ237
XEJ232
A look for other words in the poem that begin with d B say the word over and over to yourself C read on, looking for clues D decide on the words part of speech
Why does the speaker feel hidden? A No one can see her. B She is looking through the camera. C There is no one around. D Other people are standing in front of her.
5
In this poem, which point of view does the poet use?
XEJ239
A
XEJ234
In line 6, when the speaker says, I see things others dont, she most likely means
people often overlook whats around them B people dont pay attention when their picture is taken C cameras are the most accurate form of record keeping D the camera lens is like a microscope
First person (one person who describes her own thoughts) B Third person (a person outside the story who describes the thoughts of one other person) C Third person omniscient (a person outside the story who describes the thoughts of several characters) D Third person objective (a person outside the story who describes events objectively)
STOP
10
Answer Key with Assessment Objectives Identied

Item Number
1
Correct Answer
D B A C A
Assessment Objective
2.7.04 Compare stories to personal experience, prior knowledge, or other stories. 1.7.20 Draw inferences, conclusions, or generalizations about text, and support them with textual evidence and prior knowledge. 2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail, simile, rhyme, repetition, subtle metaphors, alliteration, personification). 1.7.03 Determine the meaning of an unknown word using word, sentence, and cross-sentence clues. 2.7.05 Recognize points of view in narratives (e.g., first person).
Shorter Passage
2 3 4 5
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm.
11
Longer Passage Followed by Multiple-Choice Sample Items
12
Reading
This passage is about how a 17-year-old built a multimillion-dollar business one sandwich at a time.
No Experience Needed
By Maria Bartiromo
1
Trial and Error Fred DeLuca was just looking for a way to pay his college tuition. He ended up founding Subway, the multimillion-dollar restaurant chain. It was the summer of 1965, and DeLuca, then 17 and right out of high school, had tagged along with his parents to visit Peter Buck, a family friend. At some point, Buck asked DeLuca about his plans for the future. Im going to college, but I need a way to pay for it, DeLuca recalls saying. Buck said, You should open a submarine sandwich shop. When Buck was growing up in Maine, he frequented Amatos for its Italian subs. And DeLuca often ate at Mikes Sandwiches in Schenectady, New York, before he moved to Connecticut. Says DeLuca, I didnt know anything about subs, but Pete had noticed that people in the sandwich business did pretty well. Sitting in Bucks backyard on that July afternoon, they agreed to be partners. They designed the menu and pricing, says DeLuca, even though we didnt know what the food would cost. And they set a goal: to open 32 stores in ten years. After doing some research (eating at Amatos), Buck wrote a check for $1,000. DeLuca rented a storefront in Bridgeport, Connecticut, and when they couldnt cover their start-up costs, Buck kicked in another $1,000. DeLucas mom scouted out food suppliers, and his father looked for equipment. When they needed a sign, DeLucas dad suggested they try a guy he worked with. So we drive over to Dicks apartment and tell him the story. He jumps in the car, comes to the store, designs a logo and paints the sign. The first Subway was ready for business. As far as product quality and operational methods, it was what you would imagine a 17-year-old doing, DeLuca says. Everything that could go wrong, went wrong. After six months, we were doing poorly, but we didnt know how badly, because we didnt have any financial controls. DeLuca was manning the store and commuting to the University of Bridgeport. Buck was working at his day job as a nuclear physicist in New York. Theyd meet Monday evenings and brainstorm options for keeping the business afloat. We convinced ourselves to open a second store. It wasnt that costly, and we figured we could tell the
GO ON
13
Reading
public, Were so successful, were opening a second store. Still, it was a lot of learning by trial and error, DeLuca says. Intimate Ties When DeLucas car broke down, he found a ride with a kid who was an enthusiastic Subway fan. This kid points to my store and says, They have great sandwiches, and you can get all the soda you want free. You go in with a few friends and order sandwiches, and when the kid behind the counter turns around to make them, you go into the cooler and sneak the soda out. DeLuca was flabbergasted. He hadnt realized that he needed to keep track of his sales and his inventory. But the partners seat-of-the-pants, learn-as-you-go approach turned out to be one of their strengths. For example, every Friday, DeLuca and his mom would drive around and hand-deliver the checks to pay their suppliers. It probably took us two and a half hours and it wasnt necessary, but as a result, the suppliers got to know us very well. They allowed us more credit than we deserved, and the personal relationships that resulted really helped out, DeLuca says. And having a goal was a huge plus. Even though it felt like we were a gang that couldnt shoot straight, we knew what direction we were going. Being persistent was important, DeLuca emphasizes. There are so many obstacles that can get you down. You just have to keep working toward your objective. By 1982, with the team operating 200 stores, DeLuca was thinking big. I set a goal of having 5,000 stores by 1994. The team thought I was crazy. They blew past DeLucas goal, operating 8,000 stores by 1994. In 2007, Subway Restaurants numbered 20,446 stores in the United States and 6,113 stores overseas. In many ways, Subway continues to be a network of family and close friends. I am still partners with Pete, DeLuca reports. My sister works here. My mom is retired from the board. I have uncles, aunts and a cousin in the business. Our old-time franchisees are bringing their sons and daughters into the business. Even Dick, who designed the first logo, still works with Subway. Those intimate ties provided a safety net for the fledgling company. Later, they helped it grow and prosper. For DeLuca, they are the ultimate secret to his success. As he says, Its just a bigger family now.
10
11
12 13 14
15
GO ON
14
Reading
History of the Submarine Sandwich

by Linda Stradley
1
Submarine Sandwich - It is a king-sized sandwich on an Italian loaf of bread approximately 12 inches long and 3 inches wide, filled with boiled ham, hard salami, cheeses, lettuce, tomatoes, onions, and sometimes flavored with garlic and oregano. It is thought that the original concept of these sandwiches came from the Italians who immigrated to New York in the late 1800s and brought with them their favorite Italian Sandwich recipes. 1910 - The family of Dominic Conti (1874-1954) claims he was the first to use the name, submarine sandwich. Angela Zuccaro, granddaughter of Dominic, related the following information: My grandfather came to this country circa 1895 from Montella, Italy. Around 1910, he started his grocery store, called Dominic Contis Grocery Store, on Mill Street in Paterson New Jersey, where he was selling the traditional Italian sandwiches. His sandwiches were made from a recipe he brought with him from Italy which consisted of a long crust roll, filled with cold cuts, topped with lettuce, tomatoes, peppers, onions, oil, vinegar, Italian spices, salt, and pepper. The sandwich started with a layer of cheese and ended with a layer of cheese (this was so the bread wouldnt get soggy). My mother often told me about how my grandfather came to name his sandwich the Submarine. She remembered the incident very well, as she was 16 years old at the time. She related that when Grandfather went to see the Holland I in 1927, the raised submarine hull that was put on display in Westside Park, he said, It looks like the sandwich I sell at my store. From that day on, he called his sandwich the submarine. People came from miles around to buy one of my grandfathers subs.
GO ON
15
Reading
1
What does the title of the passage suggest? A It is hard to get a job without any experience. B Some employers prefer to hire people with little experience. C People can succeed even without previous experience. D Success is more likely if it is built on a foundation of experience.
3
In paragraph 6, which literary device does the author use? A B C D Simile Dialogue Metaphor Personification
4
In No Experience Needed, the heading Intimate Ties refers to
2
Which word means the same as persistent in these sentences from No Experience Needed? Being persistent was important, DeLuca emphasizes. There are so many obstacles that can get you down. You just have to keep working toward your objective. A B C D Witty Reluctant Persuaded Determined A B C D
personal relationships. the missing inventory. store operations. the first store.
5
According to this sentence from paragraph 11, which best describes the feelings of DeLuca and his partner? Even though it felt like we were a gang that couldnt shoot straight, we knew what direction we were going. A B C D Disappointed but determined Important but imaginative Saddened but successful Curious but cautious
GO ON
16
Reading
6
Which statement best summarizes the article No Experience Needed? A Fred DeLuca worked to brainstorm business options. B Fred DeLuca let his parents help with his business. C Fred DeLuca started a successful chain of sandwich shops. D Fred DeLuca had a business partner who was also his friend.
9
Based on the etymology of the word circa [Latin circus, meaning circle, circum meaning around], which of these is the best meaning for the word circa in this sentence? My grandfather came to this country circa 1895 from Montella, Italy. A B C D About Before To work To visit
7
What genre is No Experience Needed? A B C D Myth Folktale Nonfiction Autobiography
10
Which statement best summarizes the passage History of the Submarine Sandwich? A The passage explains how to make a traditional submarine sandwich. B The passage explains the nutritional value of submarine sandwiches. C The passage explains how the submarine sandwich received its name. D The passage explains why people enjoy submarine sandwiches.
8
In History of the Submarine Sandwich, why did Dominic Conti start and end his sandwiches with a layer of cheese? A The cheese would hold the vegetables together. B The cheese keeps the bread from becoming soggy. C The sandwich would taste more like cheese. D The customers preferred cheese on the top.
STOP
17
Answer Key with Assessment Objectives Identied

Item Number
1
Correct Answer
C D B A A C
1.7.10 Locate and interpret information found in headings, graphs, and charts. 1.7.05 Use synonyms and antonyms to determine the implied meanings of words. 2.7.10 Identify literary devices: (e.g., alliteration, imagery, sensory detail, simile, rhyme, repetition, subtle metaphors, personification). 1.7.10 Locate and interpret information found in headings, graphs, and charts. 1.7.17 Summarize a story or nonfiction passage, or identify the best summary. 1.7.17 Summarize a story or nonfiction passage, or identify the best summary. 2.7.13 Identify various subcategories of genres: science fiction, historical fiction, myth or legend, drama, biography/autobiography, short story, poem, fairy tale, folktale, fable, nonfiction, and essay. 1.7.16 Distinguish the main ideas and supporting details in any text. 1.7.02 Use etymologies to determine the meanings of words. 1.7.17 Summarize a story or nonfiction passage, or identify the best summary.
Longer Passage with Multiple-Choice Items
2 3 4 5 6
7 8 9 10
C B A C
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm.
18
Extended-Response Sample Item
19
Reading
Assessment Objective: 1.7.20 Draw inferences, conclusions, or generalizations about text, and
support them with textual evidence and prior knowledge.
1
How can the lessons that Fred DeLuca learned help other people? Use information from the passage and your own ideas and conclusions to support your answer.
STOP
20
Extended-Response Scoring Rubric
21
Reading Extended-Response Scoring Rubric

Readers identify important information found explicitly and implicitly in the text. Readers use this information to interpret the text and/or make connections to other situations or contexts through analysis, evaluation, or comparison/contrast. A student-friendly version of this extended-response rubric is available online at www.isbe.net/assessment/reading.htm.
Score
Criteria
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). 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. 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. 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. Readers response is insufficient to show that criteria are met.
2 1 0
Readers response is absent or does not address the task. Readers response is insufficient to show that criteria are met.
22
Grade: 7
Sample: 1
Score: 2
DIRECTIONS
Make sure you Read the question completely before you start to write your answer, Write your answer to the question in your own words, Write as clearly as you can so that another person can read your answer and understand what you were thinking, Read over your answer to see if you need to rewrite any part of it.
23
* This response demonstrates very limited understanding, using very general text information to support ideas (If your stuck doing Something you think wont end up good dont Stop. That might take you Somewhere good in your life. If you open up a store like Mr. DeLuca did dont give up. You think its not going to work cause you dont got experience with stuff. Mr. Deluca didnt have experience with Sandwiches).
24
Grade: 7
Sample: 2
Score: 2
DIRECTIONS
* This response demonstrates limited understanding. Ideas are simplistically supported (...keep track of your inventory or someone can steal it. Like when the kid told Deluca that they can take sodas when the man makes the sandwiches. It will also help you learn to be determined and set a goal. These lessons will help someone be a great beginner when they set off to do something).
25
Grade: 7
Sample: 3
Score: 3
DIRECTIONS
26
* This reader demonstrates an accurate understanding of the text by presenting key ideas (1 mistake Fred made was not keeping track of the money. On the other hand a good thing he did was deliver the checks to his suppliers himself. One more good thing Fred did was set goals for himself ) and interpreting some of them with text details (He lost money every time someone stole a soda So it was costing him more money out of his pocket to keep Subway going. By setting and reaching his goals helped him alot because every time he reached a goal he set an even higher one which I think led to his success and made him more money).
27
Grade: 7
Sample: 4
Score: 3
DIRECTIONS
28
29
* The reader demonstrates an accurate understanding of information in the text and provides text details to support interpretation, but references are not all specific and fully supported (...if I ever open a restaurant, I will have a couple of pointers on what and on what not to do...the thing that he was doing wrong...was that he put his soda outside of the counter or out of his view. From that one little mistake he made he probably lost a lot of bisness. The second lesson learned was to keep it in the family. By doing these things...Mr. DeLuca became a very successful man. I'm sure he became frustrated at times and felt like he wanted to give up but, he didn't. He perservered and thats how he became a multimillion-dollar man).
30
Grade: 7
Sample: 5
Score: 4
DIRECTIONS
31
(NAME OF SCHOOL)
32
* This reader demonstrates an accurate understanding of important information in the text (Fred DeLuca never give up. He was determined, and his determination shows, that if you are determined, you can also be successful. Another lesson...is to learn from your mistakes). The reader uses relevant and specific text details to support interpretations in this balanced response (...Fred said "There are so many obstacles that can get you down. You just have to keep working toward your objective. This lesson helps people alot because it shows them that life has many obstacles, and you should always stand up. when you fall. You must be determined to reach your goal...) and uses parallel language to connect the text to personal situations (I was determined to do well in Kung-Fu, and now, I only need three more belts to get a black belt because I am determined, I try and try again).
33
Grade: 7
Sample: 6
Score: 4
DIRECTIONS
34
35
* This response reveals an accurate understanding of the text by providing key lessons DeLuca learned that could be helpful to anyone (They shouldn't let the experience issue get in the way...to be persistent and to have goals...sometimes it is okay to take the learn-as-you-go approach), and integrating direct quotes and text details with ample student interpretation throughout the response (Even though DeLuca had some struggles and obstacles that could get him down like not realizing he needed to keep track of his sales and inventory, he always had a good attitude and was persistent), which creates balance. On the last page, the student draws an analogy between her and her sister and DeLuca learning helpful life lessons.
36
Mathematics Samples
37
Structure of the Grade 7 Mathematics ISAT

ISAT Mathematics testing in spring 2011 will consist of 30 norm-referenced items, as well as 45 criterionreferenced items, some of which will be used for developmental purposes. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Mathematics Problem Solving assessment, developed by Pearson, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot tested with Illinois students.
Item Formats
All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing. Multiple-choice items require students to read, reflect, or compute, and then to select the alternative that best expresses what they believe the answer to be. This format is appropriate for quickly determining whether students have achieved certain knowledge and skills. Well-designed multiplechoice items can measure student knowledge and understanding, as well as students selection and application of problem-solving strategies. A carefully constructed multiple-choice item can assess any of the levels of mathematical complexity from simple procedures to sophisticated concepts. They can be designed to reach beyond the ability of students to plug-in alternatives or eliminate choices to determine a correct answer. Such items are limited in the extent to which they can provide evidence of the depth of students thinking. Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis for extrapolating about students approaches to problems. These items reduce the concern about guessing that accompanies multiple-choice items. The short-response items are scored with a rubric and count as 5% of the scale score of the test. Extended-response items require students to consider a situation that demands more than a numerical response. These items require students to model, as much as possible, real problem solving in a largescale assessment context. When an extended-response item poses a problem to solve, the student must determine what is required to solve the problem, choose a plan, carry out the plan, and interpret the solution in terms of the original situation. Students are expected to clearly communicate their decisionmaking processes in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered steps). The extended-response items are scored with a rubric and count as 10% of the scale score of the test. Scoring Extended- and Short-Response Items Extended- and short-response items are evaluated according to an established scoring scale, called a rubric, developed from a combination of expectations and a sample of actual student responses. Such rubrics must be particularized by expected work and further developed by examples of student work in developing a guide for scorers. Illinois educators play a substantial role in developing these guides used for the scoring of the short- and extended-response items. Committees of mathematics educators from throughout the state attend a validation meeting, during which they use the mathematics scoring rubrics to establish task-specific criteria that are used to score all short- and extended-response items consistently and systematically.
Answer Document for Grade 7 Mathematics ISAT

Students in grade 7 respond to all test items in a separate answer document. Test administrators should monitor students carefully during testing to make sure students are using the appropriate pages of the answer document, especially for the short- and extended-response items.
38
Mathematics Sessions
Mathematics ISAT Grade 7

Session 1 45 minutes Session 2 45 minutes Session 3 45 minutes
40 multiple-choice items (30 of these are an abbreviated form of the Stanford 10.) 30 multiple-choice items 3 short-response items 2 extended-response items (Some items will be pilot items.)
Calculator Use for Grade 7 Mathematics ISAT

All students in grade 7 are allowed to use a calculator during all sessions of the mathematics assessment. Students are allowed to use a calculator as long as the calculator does not have any prohibited features as noted in the Calculator Use Policy for the ISAT Mathematics Tests (http://www.isbe.net/assessment/pdfs/2010/calculator_ISAT.pdf ). Schools, teachers, and parents should be advised that when students attempt to use calculators with which they are unfamiliar, their performance may suffer. In a like manner, students who are not taught when and how to use a calculator as part of their regular mathematics instructional program are also at risk.
Rulers for Grade 7 Mathematics ISAT

All students in grade 7 will be provided with a ruler to use during all sessions of the mathematics assessment. This ruler will allow students to measure in both inches and centimeters.
Inches
1
11 12 13 14
Scratch Paper for Grade 7 Mathematics ISAT

Students must be provided with blank scratch paper to use during only session 1. Only session 1 contains norm-referenced items, which were normed under such conditions. Students may not use scratch paper during session 2 or session 3, but they may use the test booklet itself as scratch paper. However, students must show their work, when required, for each short-response item in session 2 on the appropriate page in the answer document. Students must show their work for each extendedresponse item in session 3 on the appropriate pages in the answer document.
39
Centimeters
2 3 4 ISAT GRADES FOUREIGHT

3 4 5 6 7 8 9 10
5
1 2
15
2011 ISAT Grade 7 Sample Book Reference Sheet for Grade 7 Mathematics ISAT
All students in grade 7 will be provided with a reference sheet to use during all sessions of the mathematics assessment. This reference sheet is shown below.
ISAT MATHEMATICS REFERENCE SHEET

Grades 7 and 8
or
40
Mathematics
1
Which is another way to write 73 54? A B C D (7 3) (5 4) (7 7 7) (5 5 5 5) (73) (54) (7 7 7) (5 5 5
4
Jade used mental math to multiply 7(52). She used the following steps: First step: 7(50 2) Second step: 7(50) 7(2) 5) What property does this represent? A B C D Associative Property Additive Inverse Property Commutative Property Distributive Property
2
Seven students bought enough pencils to share equally among themselves. Which could be the number of pencils they bought? 27 A 38 B 56 64 D
3484193
5
Jonathon correctly determined that 12.9 divided by 8.6 is equal to 1.5. Which shows how Jonathon could check his answer?
3
A ketchup packet contains 3 ounce of ketchup. How 16 many packets can be made using 24 ounces of ketchup? 4.5 A 9 B 72 C 128 D
A B
1.5 12.9
8.6 1.5
C D
1.5 12.9 8.6 12.9
GO ON
41
Mathematics

3349189.AR1
3349189
3484197
A square has an area of approximately 750 square feet. The length of the side of the square is between which two whole numbers? A B C D 20 and 21 feet 24 and 25 feet 27 and 28 feet 30 and 31 feet
The ratio of the number of girls to the number of boys in a class is 3 to 2. There are 18 girls in the class. How many boys are in the class? 23 A 12 3 C 2 D
9 7
Angela is 4 feet 7 inches tall. Angelas doll is 11 inches tall. What is the ratio of Angelas height to the dolls height? A B C D 1:5 11:4.7 4.7:11 5:1 A diagram of a tile floor is shown below. It is covered with square tiles that are all the same size.
KEY Border tile
Which is closest to the percent of border tiles that make up the entire tile floor? A B 36% 41% C D 49% 52%
GO ON
42
Mathematics
3528355_AR1 3349238 3349238_AR1
10
3528355
11
Use your inch ruler to help you answer this question.

P 15 feet
9 feet 3 feet
27 feet
What is the area, in square feet, of the polygon shown above? A B C D 90 square feet 144 square feet 405 square feet 432 square feet
Which is closest to the perimeter in inches of triangle PQR? A B C 7 inches 1 7 inches 2 8 inches 1 8 inches 2
12
3349264
3349264_AR1
Two angles are drawn below. The measure of angle X is 90.
Which best represents the measure of angle Y ? 20 A 60 100 C 120 D
GO ON
43
Mathematics
3484202 3484202_AR1

3484199 3484199_AR1
13
14
What is the surface area of this rectangular prism?
The area of the square below is 9 square yards.
3 yards 4 inches 3 yards 2 inches 10 inches
What is the area of the square in square feet? A B C D 12 square feet 27 square feet 54 square feet 81 square feet
B C D
136 square inches 120 square inches 80 square inches 16 square inches
15
3484208
3484208_AR1
The table below shows Jans pattern between the number of squares made and the number of toothpicks used.
Number of Squares 1 2 3 4 n Number of Toothpicks 4 7 10 13 ? Picture
Which expression can Jan use to determine the number of toothpicks used to make n squares? 4n A 4n B 1 3n 1 C 3n D 1
GO ON
44

3349209
Mathematics
16
18
Which of the following is equivalent to the expression below?
3530064
A cheese pizza costs $6.00 not including tax. Additional toppings may be added for $0.85 each. Which expression represents the cost of a cheese pizza with t additional toppings? A B C D 6.85t 6.00t 6.00 6.00t
x
A B C D
7
6x2 4x2 2x2 2x2
3x
13 20 4x 2x
2x2
13
0.85t 0.85t 0.85
19
13 20
3349214
17
Which of the following expressions is equivalent to 3x 5 x 10 2y? A B C D 6x 3x 4x 9x 15 2y 15 2y 15 12y
3484211
Which expression is equivalent to 5(2a + 9)?
B C D
10a 45 7a 14 7a 45 10a 9
20
What is the value of the expression below when x 6 and y - 4?
3530048
x
A B - 38 - 26
2y2
C D
38 70
GO ON
45
Mathematics
3530052 3530052_AR1
21
23
Max scored 12 points in the first half of a basketball game. In the second half, Max scored only 3-point baskets. He scored a total of 21 points in the game. The number of 3-point baskets Max scored is represented by t. Which equation correctly represents this situation? A B C D 12 12t 12 21t 3t 21 3 21 3t 21 12 3
The graph of a line is shown on the grid below.

y
5 4 3 2 1 -5 -4 -3 -2 -1 0 -1 -2 -3 -4 -5 1 2 3 4 5
x
Which equation best represents the graph of the line? A B C D y y y y - 2x - 2x 2x 2x
24
2 4 2 4 What values of x satisfy this inequality?
3349277
22
3x
3484212 3484212_AR1
38
Which inequality best represents the graph below?
B C D
x x x x
14 14 11 11
-3
-2
-1
x x
2 2
C D
x x
2 2
GO ON
46
Mathematics
3349273
25
27
3349271
3349271_AR1
Frank scored 7 points in the first half and 9 points in the second half of the basketball game. The total points 1 he scored represented of the total 5 points his team scored. How many total points did his team score? A B C D 35 points 45 points 72 points 80 points
60
What is the value of x in this polygon? 120 150 B 240 C 300 D
26
A
28
3484213
3484213_AR1
Which figure satisfies all the following conditions? has more than three lines of symmetry has all sides equal in length has at least one set of parallel sides has more than one interior obtuse angle A B C D Square Rhombus Regular hexagon Equilateral triangle
Points M, N, Q, Y, Z, and X all lie on circle P.

M N Q X P
Which represents the diameter of circle P? A B PM ZN C D XY PQ
GO ON
47
Mathematics
3349265 3349265_AR1
29
y
5
30
3484214
3484214_AR1
Points K, L, and M are three of the vertices of rectangle KLMN.

R
10
1 2 3 4 5 y
4 3 2 1
M (7, 10)
1 0 1 2
9 8 7
3 4 5
6 5 4 3 2 1
K (1, 3)
L (7, 3)
Which point best represents the coordinates (3, - 2)? A B P Q C D R S
10
What are the coordinates of vertex N to create rectangle KLMN? A B (7, 7) (1, 10) C D (10, 3) (10, 1)
GO ON
48
Mathematics
31
3349670
3349670_AR1
32
3484217
3484217_AR1
The dimensions of rectangle N are half the dimensions of rectangle M.

4 cm 4 cm
M N
Which of the following must be true about the two rectangles? What three-dimensional shape could be formed by folding this figure on the dashed line segments? A B C D Rectangular prism Square pyramid Triangular prism Triangular pyramid A B The area of rectangle N is half the area of rectangle M. The perimeter of rectangle N is equal to the perimeter of rectangle M. The area of rectangle N is equal to the area of rectangle M. The perimeter of rectangle N is half the perimeter of rectangle M.
GO ON
49
Mathematics
33
A gardener wants to enclose all four sides of a rectangular vegetable garden. What dimensions should the gardener use in order to enclose the maximum area with 100 feet of fencing?
34
3349226
3349226_AR1
Triangle PQT is similar to triangle PRS.

S T 4m P 10 m Q 10 m R
A B C D
10 ft by 10 ft 15 ft by 35 ft 25 ft by 25 ft 35 ft by 65 ft
What is the length of SR? 8m 10 m B 14 m C 20 m D
GO ON
50
Mathematics
35
Figure KLMN is similar to figure WXYZ.
N Z Y
M W L X
Which side in figure KLMN corresponds to WX in figure WXYZ? A KN B NM C ML D KL
GO ON
51
Mathematics
36
3484222
3484222_AR1 to AR5
Look at the circle graph shown below.
Which set of bars could be used to create a bar graph that best represents the data in the circle graph?
GO ON
52
Mathematics
3356854 3356854.AR1 to .AR4
37
Which scatter plot shows the line that best fits the data points given?
x
C
A
y y
x
B D
GO ON
53
Mathematics
3349237
38
40
3484227
Jo needs an 85% average on her five math tests. She earned 99%, 85%, 79%, and 88% on her first four tests. What score must she earn on her fifth test in order to have an average of exactly 85% for all five tests? 74% 79% B 85% C 88% D
A hamburger restaurant offers 5 different combinations of hamburgers. There are french fries, tater tots, onion rings, and fried mushrooms that can be ordered as sides. How many different combinations of one hamburger and one side are possible? 2 A 5 B 9 C 20
A
39
3530065
Karen has 2 bags of marbles. The marbles in each bag are the same size. Bag 1 has only 4 red and 2 white marbles. Bag 2 has only 3 red and 7 white marbles. Karen will choose 1 marble from each bag without looking. What is the probability that she will choose a red marble from each bag? 1 5 7 16 B 7 9 C 6 7 D
STOP
54
Answer Key with Assessment Objectives Identified

Item Number
1 2
Correct Answer
B C
6.7.04 Represent repeated factors using exponents. 6.7.07 Solve problems involving descriptions of numbers, including characteristics and relationships (e.g., square numbers, prime/composite, prime factorization, greatest common factor, least common multiple). 6.7.08 Solve problems and number sentences involving addition, subtraction, multiplication, and division using integers, fractions, and decimals. 6.7.10 Identify and apply the following properties of operations with rational numbers: the commutative and associative properties for addition and multiplication; the distributive property; the additive and multiplicative identity properties; the additive and multiplicative inverse properties; and the multiplicative property of zero. 6.7.11 Demonstrate and apply the relationships between addition/subtraction and multiplication/division with rational numbers. 6.7.13 Estimate the square root of a number less than 1,000 between two whole numbers (e.g., 41 is between 6 and 7). 6.7.14 Create and explain ratios that represent a given situation. 6.7.15 Use proportional reasoning to model and solve problems. 6.7.16 Read, write, recognize, model, and interpret percents from 0% to 100%. 7.7.02 Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 7.7.02 Solve problems involving the perimeter and area of polygons and composite figures using diagrams, models, and grids or by measuring or using given formulas (may include sketching a figure from its description). 7.7.03 Compare and estimate length (including perimeter), area, volume, weight/mass, and angles (0 to 180) using referents. 7.7.04 Determine the volume and surface area of a right rectangular prism using an appropriate formula or strategy. 7.7.05 Solve problems involving unit conversions within the same measurement system for length, weight/mass, capacity, and square units (e.g., 1 ft2 = 144 in2). 8.7.01 Determine a missing term in a sequence, extend a sequence, and construct and identify a rule that can generate the terms of an arithmetic or geometric sequence. 8.7.02 Write an expression using variables to represent unknown quantities.
5 6 7 8 9 10
A C D B B D
11
12 13
B A
14
15 16
C C
55
Item Number
17 18 19 20
Correct Answer
C D A C
8.7.03 Simplify algebraic expressions by identifying and combining like terms. 8.7.03 Simplify algebraic expressions by identifying and combining like terms. 8.7.04 Recognize equivalent forms of algebraic expressions. 8.7.05 Evaluate or simplify algebraic expressions with one or more integer variable values (e.g., a2 + b for a = 3 and b = 4). 8.7.07 Represent linear equations and quantitative relationships on a rectangular coordinate system, and interpret the meaning of a specific part of a graph. 8.7.09 Identify, graph, and interpret inequalities on a number line. 8.7.10 Represent and analyze problems with linear equations and inequalities. 8.7.11 Solve linear equations in one variable (e.g., 2x + 3 = 13) and inequalities involving < or > (e.g., 2x < 6, x + 7 > 10). 8.7.12 Solve word problems involving unknown quantities. 9.7.02 Solve problems involving two and threedimensional shapes. 9.7.03 Solve problems using properties of triangles and quadrilaterals (e.g., opposite sides of a parallelogram are congruent). 9.7.04 Identify, describe, and determine the radius and diameter of a circle. 9.7.05 Graph points and identify coordinates of points on the Cartesian coordinate plane (all four quadrants). 9.7.06 Represent and identify geometric figures using coordinate geometry. 9.7.11 Identify a threedimensional object from its net. 9.7.12 Recognize which attributes (such as shape, perimeter, and area) change or dont change when plane figures are composed, decomposed, or rearranged. 9.7.12 Recognize which attributes (such as shape, perimeter, and area) change or dont change when plane figures are composed, decomposed, or rearranged. 9.7.14 Determine if figures are similar, and identify relationships between corresponding parts of similar figures. 9.7.14 Determine if figures are similar, and identify relationships between corresponding parts of similar figures. 10.7.02 Compare different representations of the same data. 10.7.04 Identify a reasonable approximation of the line of best fit from a set of data or a scatter plot. 10.7.05 Determine and use the mode, range, median, and mean to interpret data.
21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
D A A A D C A B D B B D C A D A A A
56
Item Number
39
Correct Answer
A
10.7.06 Solve problems involving the probability of a simple or compound event, including representing the probability as a fraction, decimal, or percent. 10.7.08 Solve simple problems involving the number of ways objects can be arranged (permutations and combinations).
40
To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment Framework for Grades 38 online at www.isbe.net/assessment/IAFindex.htm.
57
Mathematics Short-Response Scoring Rubric Followed by Student Samples
58
Mathematics Short-Response Scoring Rubric

The following rubric is used to score the short-response items for all grade levels.
SCORE LEVEL
DESCRIPTION
2 1 0
Completely correct response, including correct work shown and/or correct labels/units if called for in the item Partially correct response 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
$ 75 50 + 90 + 35r = ch1.day ea
fo
My answer
$8.75
1.75 1.75 1.75 1.75 + 1.75 ___ $8.75 for five days
3 2
Please refer to the 2008 and 2009 ISAT sample books for additional short-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
59
Blank Short-Response Template

Mathematics - Session 2 Question 1
Write your response to question 1 on this page. Only what you write on this page will be scored.
60
Mathematics Short-Response Sample Item 1

Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 10.7.01, Read, interpret, and make predictions from data represented in a bar graph, line (dot) plot, Venn diagram (with two circles), chart/table, line graph, scatter plot, circle graph, or histogram.
1
The Venn diagram shows some of the results of a survey in which 75 people were asked to pick their favorite pizza topping or a combination of toppings.
Pizza Topping Survey

Pepperoni 30 29 ? Sausage
How many of the people picked only sausage? Show your work.
61
Short-Response Student Sample 1A
Short-Response Student Sample 1A Rubric Score Point = 2 Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriate supporting work (a - (b + p) = s75 (30 + 29) = ss = 16 ).
62
Short-Response Student Sample 1B
Short-Response Student Sample 1B Rubric Score Point = 2 Note: The student identifies the number of people who chose sausage only (16 ) and shows appropriate supporting work (75 30 29 = 16 ).
63
Short-Response Student Sample 1C
Short-Response Student Sample 1C Rubric Score Point = 1 Note: The student identifies the number of people who chose sausage only (16 ), but does not show appropriate supporting work.
64
Mathematics Short-Response Sample Item 2

Below is a short-response sample item, followed by 3 samples of student responses. This short-response sample item is classified to assessment objective 9.7.15, Determine the distance between two points on a horizontal or vertical number line.
2
The thermometer below shows what the high and low temperatures in degrees Fahrenheit were for one day.
F
50
40
High Temperature
30
20
10
Low Temperature
10
What is the difference between the high and low temperatures for this day? Show your work.
65
Short-Response Student Sample 2A
Short-Response Student Sample 2A Rubric Score Point = 2 Note: The student identifies the difference of 44 degrees and shows appropriate supporting work ( 38 6 = 4444 degrees).
66
Short-Response Student Sample 2B
Short-Response Student Sample 2B Rubric Score Point = 2 Note: The student identifies the difference of 44 degrees and shows appropriate supporting work by utilizing the mathematical concept of absolute value (|6| + |38| = 6 + 38 = 44 ).
67
Short-Response Student Sample 2C
Short-Response Student Sample 2C Rubric Score Point = 1 Note: The student computes the correct difference of 44 degrees and lists the endpoints, but does not show supporting work.
68
Mathematics Extended-Response Scoring Rubric Followed by Student Samples
69
Mathematics Extended-Response Scoring Rubric

The following rubric is used to score the extended-response items for all grade levels. A student-friendly version of this extended-response scoring rubric is available online at www.isbe.net/assessment/math.htm.
SCORE MATHEMATICAL KNOWLEDGE: LEVEL Knowledge of mathematical principles and concepts which result in a correct solution to a problem.
STRATEGIC KNOWLEDGE: Identification and use of important elements of the problem that represent and integrate concepts which yield the solution (e.g., models, diagrams, symbols, algorithms).
EXPLANATION: Written explanation of the rationales and steps of the solution process. A justification of each step is provided. Though important, the length of the response, grammar, and syntax are not the critical elements of this dimension.
shows complete understanding of the identifies all important elements of gives a complete written explanation of the problems mathematical concepts and the problem and shows complete solution process; clearly explains what was principles understanding of the relationships among done and why it was done elements uses appropriate mathematical terminology may include a diagram with a complete and notations including labeling answer if shows complete evidence of an appropriate explanation of all its elements appropriate strategy that would correctly solve the problem executes algorithms and computations completely and correctly shows nearly complete understanding of identifies most of the important elements the problems 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 shows some understanding of the problems mathematical concepts and principles uses some correct mathematical terminology and notations may contain major algorithmic or computational errors shows limited to no understanding of the problems mathematical concepts and principles may misuse or fail to use mathematical terminology and notations attempts an answer 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 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
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 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 written explanation of the solution process is provided
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
no answer attempted
no apparent strategy
70
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 1 row is . So I made 2 rows B for blue because she wants 4 half the tiles blue. Then I made 1 row G for gray because she 1 wants of the tiles to be gray. Since she wants gray and red 4 to be the same amount of tiles, I made the last row R for red.
Please refer to the 2008 and 2009 ISAT sample books for additional extended-response items and student samples (online at www.isbe.net/assessment/htmls/sample_books.htm).
71
Blank Extended-Response Template

Mathematics - Session 3 Problem 1
DIRECTIONS
Make sure you show all your work in solving the problem, clearly label your answer, write in words how you solved the problem, write in words why you took the steps you did to solve the problem, and write as clearly as you can.
72
Mathematics - Session 3
Problem 1 (continued)
73
Mathematics Extended-Response Sample Item 1

Below is an extended-response sample item, followed by 3 student samples. This extended-response sample item is classified to assessment objective 8.7.12, Solve word problems involving unknown quantities.
1
Company A and Company B each have a plan that allows a customer to download music. Company A charges a one-time $5 membership fee, and each song costs $0.75. Company B does not charge a membership fee, and each song costs $1. How many songs would need to be downloaded so that the costs for Company As plan and Company Bs plan are equal? Show all your work. Explain in words how you found your answer. Write why you took the steps you did to solve the problem.
74
Extended-Response Student Sample 1A
DIRECTIONS
75
Extended-Response Student Sample 1A Continued
76
Extended-Response Student Sample 1B
DIRECTIONS
77
Extended-Response Student Sample 1B Continued
78
Extended-Response Student Sample 1C
DIRECTIONS
79
Extended-Response Student Sample 1C Continued
80
Scoring Guide for Music Download

To solve this problem, students are asked to determine equal costs for two different companies when downloading music.
Extended-Response Student Sample 1A

MATHEMATICAL KNOWLEDGE STRATEGIC KNOWLEDGE EXPLANATION
4
The response shows complete understanding of the problem's mathematical concepts and principles. The student provides a correct total number of songs (12 songs) with correct work demonstrating even cost in dollars, including the addition of the $5 membership fee for Company A (0.75 x 4 = 3.00, 3.00 + 5.00 member fee = 8.00, 1.00 x 8 = 8.00 . . . 8 songs + 4 songs = 12 songs). The response does not indicate how many songs need to be downloaded from each company, but a comparison between companies has been made in the solution process and it is acceptable to provide an answer as the total number of songs downloaded.
4
The response identifies all important elements of the problem, shows complete understanding of the relationships among elements, and uses an appropriate strategy to correctly solve the problem (12 songs). The student showed evidence to find the number of songs from Company A that would cost an exact dollar amount (0.75 x 4 = 3.00), showed evidence of using the membership fee (3.00 + 5.00), showed evidence to find the number of songs from Company B that would equal Company As cost (1.00 x 8 = 8.00), and showed evidence to find the total number of songs needed so that the costs for Company As plan and Company Bs plan are equal (8 songs + 4 songs = 12 songs).
4
The response gives a complete explanation of the solution process. The student clearly explains what was done in the solution process and why it was done. The student explains the use of the membership fee (+ 5.00 member fee), explains why seventy-five cents was multiplied by 4 (to find out how many songs would have to be downloaded), why one dollar was multiplied by eight (to find how many songs would have to be downloaded), and why 4 songs was added to 8 songs (to find the total number of songs).
81
Extended-Response Student Sample 1B

4
The response shows complete understanding of the problem's mathematical concepts and principles. The student provides a correct total number of songs that need to be downloaded from both companies (20 songs) with correct work demonstrating even cost in dollars, including the addition of the membership fee [0.75x Company As song cost + 5 membership fee = x, company Bs song cost, 1x reduced to x, 4(5) = (.25x)4, 20 = x].
4
The response identifies all important elements of the problem, shows complete understanding of the relationships among elements, and uses an appropriate strategy (an equation) to correctly solve the problem (20 songs). The student shows evidence of using the cost of one download from Company A (0.75x), the membership fee (+ 5 membership fee), and the cost of one download from Company B (x, company Bs song cost, 1x reduced to x).
4
The response gives a complete explanation of the solution process. The student clearly explains what was done in the solution process and why it was done. The student explains why x was used in the equation (for the number of songs), why five dollars was added (membership fee, which was 5 dollars), why 0.75x was subtracted from both sides (to isolate the variable), and why 20 songs is the answer (the plans would be equal ).
Extended-Response Student Sample 1C

2
The response shows some understanding of the problems mathematical concepts and principles. The response shows correct work, without the membership fee, to find the number of songs (4 songs) that need to be downloaded from Company A to equal an exact dollar amount (75 + 75 + 75 + 75 = 300). There is no work provided for Company B.
2
The response identifies some important elements of the problem, but shows only limited understanding of the relationships among them. The student provides some evidence of a beginning strategy for Company A (add 75 + 75 4 times), but no membership fee is used for Company A, and there is no evidence of a strategy for Company B.
3
The response gives a nearly complete explanation of the solution process, clearly explaining what was done and only beginning to explain why it was done. The student explains what was done in the solution process ( you will have to add 75 + 75 4 times and you will get $3.00), but only begins to explain why this step was taken (so 4 songs would be downloaded to have both company's equal each other ).
82
Science Samples
83
Structure of the Grade 7 Science ISAT

ISAT Science testing in spring 2011 will consist of 82 items: 30 norm-referenced, as well as 52 criterion-referenced items. The 30 norm-referenced items are an abbreviated form of the Stanford 10 Science assessment, developed by Pearson, Inc. The 52 criterion-referenced items were written by Illinois educators and pilot tested with Illinois students.
Item Formats
All 82 items will be in multiple-choice format. All items are aligned to the Illinois Science Assessment Framework, which defines the elements of the Illinois Learning Standards that are suitable for state testing.
Science Sessions
Science ISAT Grade 7

Session 1 45 minutes Session 2 45 minutes
41 multiple-choice items (30 of these are an abbreviated form of the Stanford 10.) 41 multiple-choice items (Some items will be pilot items.)
Cumulative Knowledge
ISAT tests students on the knowledge and skills that they should have acquired by grade 4 and grade 7. Proper curriculum alignment can establish which assessment objectives are covered at each grade level so that by the spring of any given year, all objectives have been presented. It is not the sole responsibility of a 4th grade teacher or a 7th grade teacher to teach all of the assessment objectives contained within the framework. The grade 4 ISAT will assess the grade 4 assessment objectives. The grade 7 ISAT will assess the grade 7 assessment objectives but may also include the assessment objectives from grade 4. The sample items within this booklet provide the reader with an opportunity to see the ISAT format and how the items align to the assessment framework.
84
Science
3484783
3
Bacterium 1 Number of Bacteria
3484784
3484784_AR1
Number of Bacteria
2
Amount of Rainfall in Centimeters
28 26 24 22 20 18 16 14 12 10 8 6 4 2 0
XNF122
XNF122.AR1
Average Rainfall in an Area
Time
Number of Bacteria
A B C D
The temperature The amount of light The amount of water The amount of soil
Time Bacterium 3
Number of Bacteria 0
A student wants to perform an experiment to test how much water bean plants need for good growth. Which factor should be changed?
Bacterium 2
Time Bacterium 4
Time
These graphs show the rate at which four different disease-producing bacteria grow. Which bacterium would produce a disease in the shortest amount of time?
A
J F M A M J J A S O N D
Month
Bacterium 1 B Bacterium 2 C Bacterium 3 D Bacterium 4
How much more rain fell in February than in November? A B C D 4 centimeters 6 centimeters 14 centimeters 16 centimeters
GO ON
85
Science
4
300
3484799
3484799_AR1
3484803
3484803_AR1
mL
Look at this picture of a candle.
200
100
Which statement is a direct visual observation? If the volume of the rock immersed in the graduated cylinder is 60 mL, what will the level of the water be after the rock is removed? A B C D 30 mL 90 mL 120 mL 150 mL A B C D The candle is heavy. The flame is hot. The candle is lit. The wax is soft.
GO ON
86
Science
3484805 3484805_AR1
An experiment was conducted to determine the feeding rate at which two different water beetles eat frog eggs. The data are shown in the following graph.
50 Total Number of Frog Eggs Eaten 40 30 20 10 0
+ +
1 2 3 Time (minutes) 4
Beetle A = Beetle B =
How many frog eggs did Beetle B eat in the first 4 minutes? A B C D 20 30 60 90
GO ON
87
Science
7
Compound, Simple, many leaflets one leaf [Honey Locust] [White Oak] Compound, Simple, many leaflets one leaf [Horse Chestnut] [Silver Maple] Short, in bunches of 3 [Yellow Pine]
3484806
3484806_AR1
ALTERNATE on stem
OPPOSITE
Long, in bunches of 5 [White Pine]
BROAD AND FLAT
WITH NEEDLES
LEAVES OF TREES
What is the name of this plant?
White Pine B Honey Locust C Silver Maple D White Oak
on stem
GO ON
88
Science
3346316
3346316_AR1
9
An amoeba divides into two identical daughter cells. They have exactly the same characteristics as the parent amoeba. Which best describes the amoebas division? A B C D Diffusion Meiosis Mitosis Osmosis
3348364
A Euglena contains a structure called a flagellum.
Flagellum
10
B B BB Bb
3484786
3484786_AR1
b Bb bb
What is the function of the flagellum? A B C D Reproduction Movement Protection Food gathering
This is a diagram of a genetic cross. In guinea pigs, black hair color is dominant (B) and white hair color is recessive (b). What hair color are the guinea pigs offspring? A B C D All black All white Mostly black with some white Mostly white with some black
GO ON
89
Science
11
In a food chain, which are the most efficient users of solar energy?
3484788
13
Group A Grasshopper Deer Robin Beaver
3484804
3484804_AR1
Group B Owl Opossum Moth Bat
Herbivores B Carnivores C Omnivores D Parasites
Why were these animals placed into these groups?
12
3461796
In Illinois, the constellation Orion can be seen in the night sky in winter. Why can this constellation not be seen in the summer? A Earth is tilted away from the constellation. B Earth orbits to the other side of the sun. C Brighter constellations block Orion from view in the Northern Hemisphere. D The orbit of the moon blocks Orion from view in the Northern Hemisphere.
One group is active during the day; the other group is active at night. B One group lives near prairies; the other group lives near forests. C One group benefits people; the other group is a pest to people. D One group eats only plants; the other group eats only meat.
14
Green plants are important to animals because the plants A consume food and give off oxygen B consume food and give off carbon dioxide C produce food and give off oxygen D produce food and give off carbon dioxide
3484787
GO ON
90
Science
15
3484789
17
3484801
3484801_AR1
Snakes feed on mice. The mice eat grain crops. When the crops are plentiful, what will happen? A The mouse population will decrease. B The snake population will increase. C The snake population will decrease. D The mouse population will not change.
16
Hawk Fox
3484800
3484800_AR1
You need to put a metal rod into a hole in a metal cylinder. It is too tight. Which would be the best strategy to make the rod fit? A Heat the rod and cylinder. B Cool the rod and cylinder. C Heat the rod and cool the cylinder. D Cool the rod and heat the cylinder.
Snake Bird Level III
Squirrel
Rabbit
Mole
Insect
Level II
Plants
Level I
If foxes and hawks are removed from this food web, one result will be A B C D a decrease in snakes an increase in rabbits an increase in insects a decrease in moles
GO ON
91
Science
3484797
18
20
3345497
Which is the best method for a student to identify a solution as an acid or a base?
What property of light waves can be observed as light waves pass from one medium to another and change speed? A B C D Diffraction Refraction Reflection Separation
Use litmus paper. B Taste the solution. C Dilute in water. D Heat the solution.
19
3484790
Most of the chemical energy of the gasoline burned in a car is not used to move the car but is changed into A B C D electricity heat magnetism sound
21
XNG018
XNG018.AR1
Applying the brakes on this bicycle causes it to slow down because the brakes
produce friction B use gravity to slow down the bicycle C add energy to the bicycle D help cool the bicycles tires
GO ON
92
Science
22
If these four identical balls are dropped at the same time and from the same height, which ball will land first? A B C D Ball 1 Ball 2 Ball 3 Ball 4
GO ON
93
Science
YNF156
23
25
3348422
Which of these parts of an animal would be most likely to form a fossil? A B C D Heart Kidney Eye Tooth
What type of rock is formed in layers?
24
1 2 3
Sedimentary B Igneous C Granite D Obsidian
3484793
3484793_AR1
26
4 Weathering Igneous Rock
3484802 Rock Cycle

Sediment 3
3484802_AR1
Lithification Sedimentary Rock 2 Metamorphism Metamorphic Rock
4 5 6
5 Cooling (or crystallization) Magma 1 Melting
Which rock layer is probably the oldest? A B C D 1 3 4 6
Erosion occurs at A B C D position 1 position 2 position 3 position 4
GO ON
94
Science
27
Wind occurs when air masses move from one place to another. What causes the movement of air masses? A B C D The position of the moon The heating of the air The rotation of Earth The condensation of air
3344829
29
Position 2
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3484795_AR1
Position 4 Position 1 Sun June 21st
Position 3
28
What does the color of a star indicate? A B C D Age Size Distance Temperature
3461819
Earth Orbit
At which position in Earths orbit are daytime and nighttime equal?
1 B 2 C 3 D 4
GO ON
95
Science
30
When modern disease-controlling medicines and practices are introduced in developing countries, the first major change is that
3484798
31
3461824
Karen just bought a new battery for her car. What should she do with the old battery? A Wrap the battery in a biodegradable bag and bury it. B Put it in the garbage to be taken to a landfill. C Dispose of it in the empty field behind her house. D Leave it with the dealer to recycle.
life spans increase B birthrates decrease C the population decreases D the water supply increases
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96
Science
32
3547798
3547798_AR1 to AR4
Which pole arrangement of the four magnets will hold the cabinet door shut most tightly when it is closed?
S N S N
N S N S
N S N S
N S S N
N S S N
N S S N
N S S N
S N S N
GO ON
97
Science
33
New studies on a drug that regulates blood pressure show that it can cause harmful side effects if used for many years. What should the manufacturer do?
3461806
35
3461823
Why are different constellations of stars seen during different seasons?
Inform the public and remove the drug from the market immediately. B Ignore the new studies because all drugs have harmful long-term side effects. C Market the drug under a new name to avoid bad publicity. D Destroy the new results.
Earth is on a different side of the sun during each season. B Seasonal changes in the magnetic poles create the northern lights, which block the view. C The Milky Way revolves to a different position with each season. D Constellations move around the sun during different seasons.
34
3547904
DNA testing is important in A B C D architecture. law enforcement. computer programming. banking.
GO ON
98
Science
36
H
3547907
3547907_AR1
G F Earth Sunlight A E
B C
As seen from Earth, at which position would the moon appear to be full?
Position A B Position B C Position C D Position D
GO ON
99
Science
37
3533604 3533604_AR1
38
3531254 3531254_AR1
A Soil Profile
1 2 3
Which best describes the characteristics of this leaf? A B C D Simple, pinnate Simple, palmate Compound, pinnate Compound, palmate
According to the soil profile, in which layer are most of the soils nutrients most likely found?
1 B 2 C 3 D 5
GO ON
100
Science
39
After a recent experiment, a scientist noticed that the computer simulation varied from the actual experiment. What should the scientist do?
3461793
41
3469655
3469655_AR1
Percentage Home Use of Water (U.S.) Garden/Lawn 3% Car Washing 1%
Household Cleaning 3% Laundry Drinking Kitchen Use 4% 5% 7%
Repeat the experiment several times in order to verify the results. B Adjust the computers program so it matches the actual results. C Ignore the actual results as inaccurate because computers are very precise. D Ignore the simulation as inaccurate because of a possible computer virus.
Flush Toilets 40%
Bathing 37%
40
3344862
Which structure makes a plant cell rigid? A B C D Chromosome Chloroplast Cell wall Cell membrane
The percentages show how water is used in homes in the United States. Which is most likely to conserve the most water?
Reducing the water used to flush toilets B Putting suds savers on washing machines C Prohibiting the use of treated water for lawns and gardens D Reducing the amount of water used per load in a dishwasher
GO ON
101
Science
3461799
42
44
3346357
3346357_AR1
A scientific illustrator was asked to draw the human digestive system. Knowledge of which branch of science would help her the most? A B C D Geology Ecology Anatomy Paleontology
A lab group is given 5 meters of string, a drinking straw, a balloon, and tape. The group uses these materials to demonstrate rocket motion as shown below.
43
3461820
Why does the moon have more effect on the tides than the sun? A The moon is more dense than the sun. B The moon is in motion in space, while the sun is not. C The moon is larger than the sun. D The moon is nearer to Earth than the sun.
What would most likely make the balloon rocket go faster? A Holding the string so that it is less tight B Using a wider straw C Filling the balloon with more air D Wrapping the tape all the way around the balloon
GO ON
102
Science
45
t = 0 seconds
47
Some scientists are concerned that television, radio, and newspapers report the outcome of experiments too quickly. What would be the major scientific concern?
t = 2 seconds
ramp 100 cm
In 2 seconds, a ball travels 100 cm. What is the average speed of the ball? A B C D 25 cm/sec 50 cm/sec 100 cm/sec 200 cm/sec
A Conclusions may be drawn by the public before the results are verified by other laboratories. B Other agencies may hear of the experiments and claim credit for them. C Commercial organizations may copy the ideas and sell them for profit. D The level of scientific research is lowered to a media event.
48
work force distance
46
A politician supports a bill to increase the drilling of offshore oil wells. What is the most likely reason that he supports the bill? A Hurricanes offshore could cause oil pollution. B Offshore wildlife will increase in numbers. C People would have more oil to use. D Beaches along the shore could be polluted.
A girl weighs 200 newtons. How much work does she do climbing 10 meters of steps? A B C D 20 joules 190 joules 210 joules 2000 joules
GO ON
103
Science
49
Mitosis Meiosis
50
The picture below shows a section of the periodic table of elements.
7 8 9
N
14.007
O
15.999
F
18.998
15
16
17
P
30.974
S
32.06
Cl
35.453
33
34
35
As
74.922
Se
78.96
Br
79.904
Which three elements should be classified together? A B C D Nitrogen, fluorine, bromine Astatine, sulfur, fluorine Nitrogen, sulfur, bromine Oxygen, sulfur, selenium
Why does a gamete produced during meiosis have half as many chromosomes as a daughter cell produced during mitosis? A Meiosis does not involve a step in which the original cell makes a copy of its chromosomes. B Meiosis involves a second cell division that separates identical chromosomes. C Mitosis does not involve a step in which the original cell makes a copy of its chromosomes. D Mitosis involves a second cell division that separates identical chromosomes.
51
When heated, sulfuric acid breaks down into sulfur trioxide and water. From the equation below, which answer shows the equation as balanced?
H2SO4 H2O
A B C D O3 O2 O4 O5
S___
GO ON
104
Science
52
Ryan and Kim-Lee boiled some water in a beaker. Then they turned off the heat source and added five ice cubes to the water. Which of these thermometers shows what most likely happened to the temperature of the water after ten minutes?
CELSIUS 130 120 110 100 90 80 70 60 50 40 30 20 10 0 -10
CELSIUS 130 120 110 100 90 80 70 60 50 40 30 20 10 0 -10
CELSIUS 130 120 110 100 90 80 70 60 50 40 30 20 10 0 -10
CELSIUS 130 120 110 100 90 80 70 60 50 40 30 20 10 0 -10
53
Dave read that on January 1, Earth is slightly closer to the sun than on July 1. Why, then, is it colder in Illinois in January than in July? A The Northern Hemisphere is tilted away from the sun in January. B The greenhouse effect is stronger in the Northern Hemisphere in July. C The snow on the ground lowers the air temperature in January. D The moon pulls the heat away from Earth in January.
54
Jenna flips a coin ten times. It lands on heads seven times and on tails three times. She concludes that a coin lands on heads more often than on tails. Why is her conclusion possibly invalid, even though it agrees with her results? A Her results would probably differ if she collected more data. B Newtons third law of motion contradicts her conclusion. C She should have flipped the coin only twice. D She did not state a hypothesis.
GO ON
105
Science
55
1
56
Which label represents the greatest potential hazard in the lab setup shown?
2
2 1 4 3
3 4
A B C D 1 2 3 4
In the diagram, which feature is most useful in classifying this leaf as a dicot? A B C D 1 2 3 4
GO ON
106
Science
57
Will and Adelle are making a slide show presentation. The topic of the presentation is, The Effects of Movement in the Lithosphere. Which of these slides would most likely be included in their presentation?
Volcano
Hurricane
Tornado
Sunspots
STOP
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Answer Key with Assessment Objectives Identified

Item Number
1
Correct Answer
C
11.7.01 Understand how to follow procedures relating to scientific investigations including formulating hypotheses, controlling variables, collecting and recording and analyzing data, interpreting results, and reporting and displaying results. 11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system. 11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system. 11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system. 11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system. 11.7.02 Distinguish among and answer questions about performing the following: observing, drawing a conclusion based on observation, forming a hypothesis, conducting an experiment, organizing data, constructing and reading charts and graphs, and comparing data. Recognize the common units of the metric system. 12.7.01 Understand how scientists classify organisms. Identify common insects, flowers, birds, reptiles, and mammals using a dichotomous key. 12.7.04 Understand that some organisms are unicellular, others multi-cellular. Understand that some unicellular organisms are like tiny animals, able to propel themselves or change their shape and that they are endowed with sensation. 12.7.06 Understand that cells divide to increase their numbers, and the process of cell division called mitosis results in two daughter cells each with identical sets of chromosomes.
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Item Number
10
Correct Answer
C
12.7.12 Understand that heredity is based on the probability of inheriting a given trait for which one or both of the parents carries a gene, and that this probability can be calculated given the genetic make-up of the parents with regard to that kind of trait (e.g., blue eyes) using a Punnett Square. 12.4.07 Understand the concept of food chains and food webs and the related classifications of plants or animals (e.g., producers, decomposers, consumers, herbivores, carnivores). 12.4.47 Identify the order of planets from the sun, and know that the further planets take longer to go around the sun. Understand that all planets in our solar system revolve around the sun. Because Earth revolves around the sun, objects (e.g., stars, planets, constellations) in the sky appear to change position throughout the year. Know that it takes Earth 365 days to revolve around the sun. 12.4.10 Identify the basic classifications of animals based on how they interact with their environment [e.g., (a) Some animals are active in the daytime (diurnal), others in the night time (nocturnal). (b) Some animals have a body temperature that stays the same regardless of significant temperature changes in their immediate environment (warm blooded), others have a body temperature that rises and falls with the temperature changes of their environment (cold blooded). (c) Some animals are herbivores, others are carnivores]. 12.7.25 Understand that three important cycles for the survival of living things in Earths ecosystems are the carbon dioxide-oxygen cycle, the water cycle, and the nitrogen cycle. 12.7.26 Understand that the number of organisms an ecosystem can support depends on the resources available and abiotic factors (e.g., the quantity of light and water, the range of temperatures, soil composition). Know that given adequate biotic and abiotic resources and no disease or predators, populations can increase at rapid rates. Understand that lack of resources and other factors (e.g., predation, climate) limit the growth of populations in specific niches in the ecosystem. 12.7.28 Distinguish the various members of a food web and identify the order of dependence among these members. 12.4.15 Understand that an increase in temperature generally causes things to expand, and that a decrease in temperature generally causes things to contract. Understand that particles move more slowly in a solid than they do in a liquid or a gas. 12.7.47 Identify the basic properties of acids and bases. Know the relationship between acids, bases, and indicators (e.g., blue litmus paper changes to red when placed in an acid).
11
12
13
14
15
16
17
18
109
Item Number
19
Correct Answer
B
12.7.49 Understand that energy appears in many forms, such as heat, light, sound, chemical, mechanical, solar, nuclear, and electromagnetic energy. Understand the basic characteristics of each of these kinds of energy. Understand the nature of kinetic and potential energy. 12.7.57 Understand that light travels at different speeds in different materials. Understand that this is why light refractsor changes directionnamely because it goes from one material in which it moves at one speed into another material through which it moves at a different speed. 12.4.26 Identify the basic forces, such as friction, magnetism, and gravity. Identify which force is operative in a simple scenario. 12.4.26 Identify the basic forces, such as friction, magnetism, and gravity. Identify which force is operative in a simple scenario. 12.4.33 Understand that some rocks contain plant and animal fossils. Know how they were formed. 12.7.75 Understand that that there are strata (layers) in many places in the crust of the earth. Understand that the crust of the earth is mostly igneous/ metamorphic, with a relatively thin veneer of sedimentary rock layers in many, but not all places. Understand the principle of superposition: in a layered sedimentary sequence, the oldest rocks are usually at the bottom. 12.7.75 Understand that that there are strata (layers) in many places in the crust of the earth. Understand that the crust of the earth is mostly igneous/ metamorphic, with a relatively thin veneer of sedimentary rock layers in many, but not all places. Understand the principle of superposition: in a layered sedimentary sequence, the oldest rocks are usually at the bottom. 12.7.78 Understand that some changes in the solid earth can be described as the rock cycle: rocks at the earths surface weather, forming sediments that are buried, then compacted, heated, and often recrystalized into new rock. Eventually, those new rocks may be brought to the surface by the forces that drive plate motions, and thus the rock cycle continues. Identify the three basic kinds of rock. Igneous rock is the result of cooled magma; granite, pumice, and scoria are examples. Sedimentary rock is the result of fine particles from eroded rocks being re-deposited by water or wind; sandstone and limestone are examples. Metamorphic rock is the result of rocks being changed by high temperatures and/or pressures; marble is an example. 12.7.87 Understand patterns of atmospheric movement and how they influence weather. Understand that oceans have a major affect on climate because water in the oceans holds and distributes a large amount of heat.
20
21 22 23
A D D
24
25
26
27
110
Item Number
28
Correct Answer
D
12.7.99 Understand that the sun is an average star. Know that a solar system consists of a sun and planets and other objects that revolve around it. Know that the planets closest to the sun are hotter than the planets farther away from the sun. Understand that the color of a star depends on its temperature. 12.7.100 Identify the relative positions of the earth, moon, and sun when the moon appears full, new, half, and when a lunar or solar eclipse occurs. Given a diagram of the sun and the earth in some definite position with its axis of rotation drawn (and with the poles labeled), identify the earth in the positions of summer solstice, winter solstice, spring equinox, and fall equinox (for the northern hemisphere). 13.7.08 Understand that the introduction of a new technology can affect human activities worldwide. 13.4.13 Identify ways to reduce, reuse and recycle materials. 11.7.07 Identify a design problem and establish criteria for determining the success of a solution. 13.7.06 Understand that important social decisions are made on the basis of risk/benefit analysis (e.g., whether to administer a smallpox vaccine or not). 13.7.09 Describe how occupations use scientific and technological knowledge and skills. 12.4.47 Identify the order of planets from the sun, and know that the further planets take longer to go around the sun. Understand that all planets in our solar system revolve around the sun. Because Earth revolves around the sun, objects (e.g., stars, planets, constellations) in the sky appear to change positions throughout the year. Know that it takes Earth 365 days to revolve around the sun. 12.7.91 Understand that objects in the solar system are for the most part in regular and predictable motion. Know that those motions explain such phenomena as the day, the year, the phases of the moon, and eclipses. 12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify leaves as dicot or monocot, simple or compound, and palmately compound or pinnately compound. 12.7.72 Understand that soil consists of weathered rocks and decomposed organic material from dead plants, animals, and bacteria. Understand that soils are often found in layers, with each having a different chemical composition and texture.
29
30 31 32 33 34
A D A A B
35
36
37
38
111
Item Number
39
Correct Answer
A
13.7.04 Understand that one set of data is not sufficient evidence for making a generalization. Identify the kind of reasoning called induction, and know that the more cases that are seen, the greater the certainty of the generalization drawn from those cases. 12.7.03 Identify the main differences between plant cells and animal cells, namely that plant cells have chloroplasts and cell walls (which provide rigidity to the plant, since plants have no skeletons). Identify the basic cell organelles and their functions. 13.4.13 Identify ways to reduce, reuse, and recycle materials. 13.7.09 Describe how occupations use scientific and technological knowledge and skills. 12.7.92 Understand that gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Know that changes in gravitational forces explain the phenomenon of the tides. Know that what an object weighs on Earth is different than what it weighs on the moon or other planets in our solar system. This is due to gravity. 11.7.08 Compare design solutions; select which one is best given certain restrictions on available materials, tools, cost effectiveness, and safety. 12.7.68 Understand how to calculate average speeds, given the distance traveled and the time taken. 13.7.12 Analyze the effects of policies on science and technology issues. 13.7.02 Explain how peer review helps to assure the accurate use of data and improves the scientific process. Results from scientific investigations can be discussed. 12.7.65 Understand the concept of work. A force acting through distance is work. Recognize applications of simple machines (wedge, lever, inclined plane, pulley, screw, and wheel and axle) in common tools. 12.7.07 Understand that multi-cellular organisms begin as zygotes (a single egg cell fertilized by a single sperm cell) and that a zygote grows by cell division and that as the cells multiply, they also differentiate. Understand the process of meiosis. 12.7.38 Understand that substances can be grouped by similarities in their physical properties. 12.7.48 Know the laws of the conservation of matter and energy. Apply the conservation of matter as a reason why the number and kinds of atoms in a chemical change remains constant.
40
41 42
A C
43
44 45 46 47
C B C A
48
49
50
51
112
Item Number
52
Correct Answer
B
12.7.50 Understand that heat moves in predictable ways, flowing from warmer objects to cooler ones, until both reach the same temperature (thermal equilibrium). 12.7.98 Understand that the cause of the earth's seasons and the change in the amount of daylight throughout the year is the tilt of its axis of rotation with respect to the plane of its orbit. Given a diagram of the earth depicting (1) its relative position to the sun and (2) the orientation of its axis of rotation and (3) some circle of latitude, identify the following: (a) the season of the year (if the circle of latitude is other than the equator), and (b) whether there is more daylight or more dark hours at that time of year. Understand why the seasons and daylight hours in opposite hemispheres are opposite to each other. 13.7.04 Understand that one set of data is not sufficient evidence for making a generalization. Identify the kind of reasoning called induction, and know that the more cases that are seen, the greater the certainty of the generalization drawn from those cases. 12.7.17 Identify the basic anatomy of leaves: blade, vein, and petiole; classify leaves as dicot or monocot, simple or compound, and palmately compound or pinnately compound. 13.7.01 Identify potential hazards in the laboratory and the means of reducing them. 12.7.70 Understand that lithospheric plates constantly move at rates of centimeters per year in response to movements in the mantle. Understand that major geological events, such as earthquakes, volcanic eruptions, and mountain building, result from these plate motions. Understand that over very long periods of time (millions of years), old mountains wear down, but new ones arise from catastrophic volcanic and earthquake activity.
53
54
55
56
57
To view all the science assessment objectives, download the Illinois Science Assessment Framework for Grades 4 and 7 online at www.isbe.net/assessment/IAFindex.htm.
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ISAT Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

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2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

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2011 ISAT Grade 7 Sample Book

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History of the Submarine Sandwich

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2011 ISAT Grade 7 Sample Book

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Extended-Response Sample Item

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Extended-Response Scoring Rubric

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Reading Extended-Response Scoring Rubric

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2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

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2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

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1.5 12.9 8.6 12.9

2011 ISAT Grade 7 Sample Book

2011 ISAT Grade 7 Sample Book

Use your inch ruler to help you answer this question.

Two angles are drawn below. The measure of angle X is 90.

Which best represents the measure of angle Y ? 20 A 60 100 C 120 D

2011 ISAT Grade 7 Sample Book

What is the surface area of this rectangular prism?