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March 22, 2006
2006 New York State Testing Program - Grades 3-8 Mathematics
This Q and A will be updated daily. New questions are
generated from CTB's Scoring Helpline. New entries for the day will be annotated
with the date in red font.
General Scoring Questions
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
GS-1: Whom do we contact if our site did not receive the necessary training materials and/or DVDs?
A1: For scoring materials, contact the State Education Department at
518-474-8220. For DVDs, contact the NY Scoring Helpline at 888-282-0059. Select option number one to speak with a customer service representative.
GS-2: Does our site score the multiple-choice items?
A2: No. The multiple-choice items are scanned at your Regional Information Center (RIC).
GS-3: Who is responsible for providing scoring committee numbers?
A3: Your site coordinator is responsible for providing scoring committee numbers. More information can be found in the School Administration Manual, Scoring Leader Handbook and the Scoring Site Operations Manual. This number is recorded on the student answer sheet.
GS-4: Where on the student test booklet are scorers to record their scorer numbers?
A4: Scorers should record their scorer numbers on the upper right-hand corner of the student test booklet.
Item #27
Q3-27-1: For Part A, the student has circled one rectangle only. Part B is incorrect (or blank). Does the response receive credit?
A3-27-1: No, the response receives a zero. Holistically, the response does not
demonstrate even a limited understanding
of the mathematical concept
embodied in the task.
Q3-27-2: In Part B, the student has written that rectangles have “4 right angles.” Is this considered one characteristic or two?
A3-27-2: The student has provided 2 correct characteristics of rectangles (they have 4 angles AND they have right angles). If Part A is correct, the response receives a Score Point 2.
Q3-27-3: The student has circled ONE rectangle in Part A, and provided ONE correct characteristic of all rectangles in Part B. Does the response receive partial credit?
A3-27-3: This response would receive a Score Point 1.
Q3-27-4: Is it acceptable for a student to
identify having 2 lines of symmetry as one of the
characteristics of a
rectangle?
A3-27-4: Yes, this would be acceptable as one characteristic of a rectangle. (3/21/06)
Item #28
Q3-28-1: In Part B, the student has used the correct process to solve the problem, but has used an incorrect number from the bar graph. For example, she or he subtracts 4 from 12 to arrive at an answer of 8 OR subtracts 4 from 14 to arrive at 10. Does this part of the response receive credit?
A3-28-1: No. Despite the fact that the correct operation has been used, Part B of the response does NOT receive credit in this case. Using numbers from the “Lisa” or “Claudia” columns demonstrates a misunderstanding of the bar graph. These types of responses can receive a maximum score of 1, and only receive the point if “Claudia” is written on the answer line in Part A.
Item #29
Q3-29-1: In Part B, the student has written out the entire
pattern of shapes, but did not clearly
identify the triangle as the 13th shape.
Does the student receive credit for this type of
response?
A3-29-1: No. If a student writes out the entire pattern of
shapes, he or she must clearly identify the
triangle as the 13th shape (by
circling, underlining, etc.). (3/22/06)
Item #31
Q3-31-1: Can a student receive credit for stating that a square has
4 lines of
symmetry?
A3-31-1: Yes, this is an acceptable response. (3/21/06)
Q3-31-2: Is it an acceptable response for a student to
draw two squares, one larger
than the other and both outside of the grid?
A3-31-2 Yes, the student may draw the squares outside of the grid and still receive credit. (3/21/06)
Item #33
Q4-33-1: The student shows the work of “17 x 7.” Does this response receive credit?
A4-33-1: No, this response would receive a
score of 0. (3/21/06)
Item # 36
Q4-36-1: Can the student change the operation sign in the
number sentence of the check portion of the problem?
A4-36-1: Yes, the student can change the multiplication sign
in their number sentence to a different operation sign.
(3/22/06)
Item #39
Q4-39-1: The student has written the number sentence vertically. Is this acceptable?
A4-39-1: Yes, writing the number sentence vertically is considered an acceptable response. (3/22/06)
Item #43
Q4-43-1: The student has shown the proper first operation with an incorrect solution (i.e. 12 x 20 = 180). No other work is shown, and the answer on the answer line is incorrect. Does the response receive partial credit?
A4-43-1: No. In this case, the response does not receive any credit. The response would receive a score of 1 if the total number of tiles had been correct (i.e. 12 x 20 = 240), as shown on Page 27 of Vol.2 of the Scoring Guide. (3/23/06)
Item #45
Q4-45-1:
For Part B, the student has used Jeremy’s pattern of multiples
[x(1), x(3), x(5), x(7), x(9), etc.] to arrive at the answer “2, 6, 10, 14”
rather than adding 6 at each interval. Does the student receive credit for this
part of the response?
A4-45-1: Yes. In this case, the student has used a mathematically sound procedure to arrive at a correct answer. As long as the student has not reused any of the numbers in Jeremy’s pattern, this type of response will receive credit.
Item #46
Q4-46-1: The student has written “quadrilateral” to name Shape 1, and “quadrilateral” to describe Shape 2. The remainder of the response is complete and correct. Can a student use the same term twice and receive full credit for the response?
A4-46-1: Yes. Since shapes 1 and 2 are both quadrilaterals, such a response may receive full credit.
Item #28
Q5-28-1: If a student has written “four” on the answer line and draws one, two, or three correct lines, what score should that response receive?
A5-28-1: This response is a score point 2. The correct answer is on the answer line and an attempt was made to show the lines of symmetry. It is considered a partial understanding.
Item #29
Q5-29-1: Is “diamond” an acceptable answer for the answer line?
A5-29-1: No, the only acceptable responses for the answer line are: “rhombus,” “parallelogram,” and “kite.” Please see Practice Set 13, Volume 2, Page 13, in which the student has the correct shape, with “diamond” written on the answer line. This response receives a SP2. (3/22/06)
Q5-30-1: What score would a response receive if the student arrives at twenty-nine dollars and seventy-five cents by adding the exact amount, and then rounds up to thirty dollars?
A5-30-1: The response would still receive a score point 0. Estimating is a process which allows quick computations to occur. By arriving at the correct response by exact calculation followed by rounding, the student has performed a task different from the one being assessed.
Q5-30-2: Why isn’t front end estimation given full credit?
A5-30-2:
Students learn different ways to estimate for different situations. Front end
estimation is not
a reasonable strategy for problems involving money. Part of
solving this problem correctly includes using the correct strategy for the
situation presented. Therefore front end estimation is not acceptable for
full credit in this problem. (3/22/06)
Item #32
Q5-32-1: Is it acceptable for a student to use only words in his or her explanation?
A5-32-1: If students are very clear about how they arrived at the answer, it is possible to explain the process with out numbers (e.g.: “I added angle A and angle C together, then subtracted from the total number of degrees found in a triangle.” In this case, what the student wrote is an acceptable response for the explanation.
Item #33
Q5-33-1: What score point does a correctly plotted bar graph receive?
A5-33-1: A correctly plotted bar graph would receive a score of 1. Drawing a bar graph instead of a line graph is considered a conceptual error. (3/24/06)
Item #34
Q5-34-1: What if the student measures incorrectly, which causes both
answers in Part A and B to
be incorrect, yet valid processes are shown for both
parts?
A5-34-1: An Important Notice as been issued for
this question regarding scoring of this item. Please
refer to
http://www.emsc.nysed.gov/3-8/latest/update06.htm for further instructions.
(3/21/06)
Q5-34-2: A student has written three and a quarter. Should I take the unusual usage of a fraction into consideration when scoring this question?
A5-34-2:
No. Although the metric system uses decimals, it is acceptable to
consider a fraction
equivalent. (3/22/06)
Item #28
Q6-28-1: If a response provides only the length and width in Part B, are there any notations between the dimensions that are not acceptable?
A6-28-1: Any reasonable notation between the dimensions is acceptable, with the exception of a “+” symbol (which would indicate addition). (3/24/06)
Item #30
Q6-30-1: Is stating “16 + 9 = 25” fully acceptable for “show your work”?
A6-30-1: Yes. (3/24/06)
Q6-30-2:
Why does Practice Set 22 receive a SP 1, while Practice Set 25 receives a
SP 2?
A6-30-2: Practice Set 22 does not receive full credit because the student has plugged in the number 25 as a replacement for r (a guess). He or she uses the same layout, and there is only one replacement (guess) made on the paper. This response is subject to scoring policy #7, which states that the student must show three guesses in order to receive full credit. Practice Set 25 does not use guessing, but demonstrates correct use of the missing addend process, a different mathematical process. (3/27/06)
Item #31
Q6-31-1: Can a response receive full credit if it is stated as an equation rather than an expression?
A6-31-1: No. Writing an equation for a problem that requires an expression is not acceptable for full credit at the Grade 6 level. The response may receive only partial credit if it is correctly written as an equation rather than an expression (1 score point out of 2). (3/24/06)
Item #35
Q6-35-1: Can a response receive full credit if the student divides $10.18 by $40.43 and then rounds the dividend to 25%?
A6-35-1: No. The student must round the dollar amounts first and then do the division. The same applies to responses in which the student divides $30.35 by $40.43, and then rounds the percent to find the 75% value, and subtracts 75% from 100%. (3/24/06)
Q6-35-2: Does a response receive full credit if the student subtracts $30.35 from $40.43 and then rounds the solution ($10.18) to $10 in Part A?
A6-35-2: Yes. This may seem contrary to what is stated in the previous question. However, work is not required to be shown for the response in Part A. If the work is not explicitly asked for in a particular section, any work shown is not to be taken into consideration for that section. As long as there is an answer of $10 in the answer blank, and Part B is correct, the answer is sufficient for full credit for the problem (3 score points out of 3). (3/24/06)
Grade 7
Q7-1: The Grade 7 Mathematics Scoring
Guide (7MA-SG1) cover was printed incorrectly. It
should not include “2006 Scoring Leader Training Materials”. This scoring guide
is for
scorer use only.
Item #31
Q7-31-1: Is “pictograph” an acceptable response to indicate the type of graph that is best for displaying Tyler’s data? What if the same picture were used to represent all animals?
A7-31-1: Although a pictograph is a possible way to display the data, it is not the best type of graph to display the data. In addition, the size of the icons used to represent the animals from the table may be drawn in a manner that does not lend itself to a visual comparison even if the same icon were used to represent the different types of animals. (3/27/06)
Item #32
Q7-32-1: Since students are taught and encouraged to work to two decimal places, why are they penalized for using pi as 3.14 when they clearly understand pi, its significance, and its application?
A7-32-1: Since students in Grades 7 and 8 will have access to technology (i.e., scientific calculator), which provides a more accurate approximation of pi, they are required to express pi using the full display of the calculator. (3/24/06)
Q7-32-2: If the response is rounded before the final calculation, can full credit still be awarded?
A7-32-2: No. Rounding must occur at the end of all calculations and procedures. (3/24/06)
Item #34
Q7-34-1: If degrees are reflected instead of percent values in the graph labels, can full credit still be awarded?
A7-34-1: Yes. Substituting degree values for percents within the graph is acceptable. (3/24/06)
Item #36
Q7-36-1: What score may a response receive if it shows the formula for volume substituted and solved correctly?
A7-36-1: This item should be solved using the formula for the total surface area of a right rectangular prism. Any other formula used is an incorrect strategy and should be given a score of zero. (3/30/06)
Q7-36-2: What score should a response receive if the student solves the problem without taking into account the top of the figure because she or he thinks that the box is missing a lid?
A7-36-2: Correctly calculating the surface area without including the lid receives full credit. (3/30/06)
Item #37
Q7-37-1: Can limited credit be awarded for properly labeling the diagram only?
A7-37-1: No. Such a response would receive a Score Point 0. The number 8 must be present within the intersection along with the properly labeled diagram to demonstrate a limited understanding. (3/24/06)
Q7-37-2: What score may be given to a response that shows the title, labels one circle “track” (with “24” in the circle) and the other circle “football” (with “33” in the circle), has 8 in the intersection, and has an answer of 65 Part B?
A7-37-2:
This response should receive a Score Point 1. Labeling the circles “track” and
“football” with 8 in the intersection demonstrates only a limited understanding
of the mathematical concepts embodied in the task. Adding the numbers 24, 8,
and 33 together to get 65 does not demonstrate any further understanding.
(3/29/06)
Item #38
Q7-38-1 What score may a response receive if the year intervals are incorrect but the prediction and justification are correct?
A7-38-1 A correct prediction and justification with incorrect year intervals may receive a score of 2. (3/28/06)
Q7-38-2: What is the score when a response has incorrect year intervals and
the
explanation says only, “The population in the year 2020 would be 3.3
million?”
A7-38-2: This response would receive a Score Point 1. (3/31/06)
Item #28
Q8-28-1: If $51.19 is multiplied by 8.25% but no work is shown for the calculation of $51.19, will the student still receive full credit?
A8-28-1: The addition of the initial costs does not need to be shown in order to receive full credit. Students can perform this addition on calculators. (3/24/06)
Item #31
Q8-31-1: The explanation “because you need to distribute two to answer the question correctly (Page 36 of the Scoring Guide, Volume 1)” seems vague. How is this complete and correct?
A8-31-1: Holistically, you can look at the work shown to supplement the explanation. Without the proper work shown, the explanation would not be sufficient. (3/24/06)
Item # 33
Q8-33-1 Why is the response on the answer line of Page 50 in the Scoring Guide not sufficient to receive full credit?
A8-33-1 Although it can be written in words, the function rule must translate into an equation. The response given on Page 50 is incomplete; it is written as an expression and is missing the portion that sets it equal to y. (3/28/06)
Item #34
Q8-34-1: Do all three conversions need to be shown to receive full credit?
A8-34-1: Showing one correct conversion is enough to demonstrate understanding of the process (provided that the table has been completed). (3/24/06)
Item #36
Q8-36-1: For Item 36, if the student arrives at the correct answer of 35° for Part A by using “guess-and-check” with only one guess, and has an incorrect answer in Part B, is this a Score Point 0?
A8-36-1: This response would receive a Score Point 1. While “guess-and-check” with less then three guesses is an incomplete procedure, it is not incorrect. No credit is given for the process, but the correct answer can still receive credit. (3/24/06)
Q8-36-2: An answer of 66 for Part B works if the student uses the answer of 19 from Part A. Can this response get a score of two?
A8-36-2: Since this response contains a conceptual error (i.e., solving for x based on treating the angles as supplementary), this response would receive a Score Point 1 (per Scoring Policy # 10). (3/31/06)
Item #40
Q8-40-1: Are equal signs necessary in a proportion in order for the response to receive full credit?
A8-40-1: Yes. Equal signs must be present. (3/24/06)
Q8-40-2: Does diagonal circling represent multiplication?
A8-40-2: Circling is sufficient to represent cross-multiplication.
(See Page48 of the
Scoring Guide, Volume 2. (3/27/06)
Item #42
Q8-42-1 What is the difference between Page 63 (score point 2) and Page 65 (score point 1) of the Scoring Guide?
A8-42-1 The “show your work” portions are similar; however, the first answer line on Page 63 has a partially correct function rule, whereas the answer on the first line of Page 65 is incorrect. (3/28/06)
updated 4/03/06