Mathematics Reading Writing & Language

Transcription

1 empowerme STUDENT SAMPLE ITEM BOOKLET 2017 Mathematics Reading Writing & Language Grade 5

2 Developed and published by Measured Progress, 100 Education Way, Dover, NH Copyright All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Measured Progress. empower Assessments is a trademark of Measured Progress, Inc.

3 Mathematics Session 1 Directions Today you will take a test in mathematics. For this test, you will answer selected-response and constructed-response questions. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it. You may NOT use a calculator to answer the questions in this session Cluster - Aaron's Circle Shared Stimulus - Shared Stimulus-Math Use the information below to answer questions 1 and 2. Aaron drew a shape. He used the following steps: First, he drew a circle. Second, he divided the circle into 3 equal parts. Third, he divided one of the parts into 2 equal parts Choice D - Aaron's Circle 1. Aaron uses the expression to show how his circle is divided. Which circle did Aaron most likely draw? A B C D 1

4 Session Choice C - Aaron's Circle Use the information on the previous page to answer question 2. Grade 5 Mathematics 2. Lim followed the same steps as Aaron to draw a circle, except in the third step he divided one of the parts into 4 equal parts. Which expression shows how Lim s circle is divided? A B C D 2

5 Session Choice D 3. A teacher plots two points on a coordinate grid, as shown. Grade 5 Mathematics y x The teacher asks his students where he should plot a third point that can be connected with the other points to form a right triangle. Which student provides a correct third point and reasoning? A Ava says to plot the point at because the y-coordinate is the same as the y-coordinate of one of the points already plotted. B Gina says to plot the point at because the y-coordinate is the same as the y-coordinates of the points already plotted. C Kenny says to plot the point at because the x-coordinate is midway between the x-coordinates of the points already plotted. D Will says to plot the point at because the x-coordinate is the same as the x-coordinate of one of the points already plotted. 3

6 Session 1 Grade 5 Mathematics Composite - 4. Gordon, Matt, and Shea need to multiply for homework. However, Gordon copied the numbers incorrectly and multiplied. a. What is the product of? Show each step of your work. Gordon realizes that he copied the numbers incorrectly and fixes them. Gordon, Matt, and Shea then calculate the product of. Their work is shown here: Gordon s Calculation Matt s Calculation Shea s Calculation At least one of the students made an error. b. Which student or students made an error? For each of these students, identify the error he made. Use words or numbers to explain your answer. Gordon, Matt, and Shea want to check if their calculations are correct. They each write expressions that they think will have the same value as the product of. Gordon writes the expression. Matt writes the expression. Shea writes the expression. c. Which students expressions, if any, can be used to check the product of? Use words or numbers to explain how you know. 4 STOP

7 STOP You have completed this session.

8 Mathematics Session 2 Directions Today you will take a test in mathematics. For this test, you will answer selected-response and constructed-response questions. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it. You MAY use a calculator to answer the questions in this session Choice B 5. Jamal and Adam are each thinking of a number. Jamal is thinking of the number 20,310. One of the digits in Adam s number is a 2. Jamal wants to compare the value of the 2 in his number to the value of the 2 in Adam s number. What information does Jamal need to know to be able to make the comparison? A the number of digits in Adam s number B the place value of the digit 2 in Adam s number C the digit in the thousands place in Adam s number D the digit in the ten thousands place in Adam s number 6

9 Session 2 Grade 5 Mathematics Choice D 6. Hugo creates two patterns to show the values for Pattern A, (x), and for Pattern B, (y), as shown. Pattern A (x) Pattern B (y) ?? Hugo extends his patterns. He makes ordered pairs using corresponding terms from Pattern A and Pattern B. Which ordered pair could Hugo write from his patterns? A B C D Choice D 7. Stella wrote this equation. Which expression can be used for the numerator to make Stella s equation true? A B C D 7

10 Session Choice D 8. This table shows the relationship between inches, feet, and yards. Grade 5 Mathematics Inches Feet Yards Four students explain how to use the table to find the measurement in yards that is equivalent to 84 inches. Which explanation is correct? A Eve says 3 feet equal 1 yard, so multiply 84 by 3. B Greg says 1 foot equals yard, so multiply 84 by. C Pam says 1 yard equals 12 inches, so divide 84 by 12. D Stan says 1 yard equals 36 inches, so divide 84 by 36. 8

11 Session 2 Grade 5 Mathematics Composite - 9. Students in an art class each used clear glue, liquid starch, water, and food coloring to make some slime. The amount of glue each student used is shown in this line plot. Slime Recipe Glue Used (in cups) 1 a. What fraction of the students used exactly cup of glue to make their slime? Use words or numbers to explain how you know. b. How many total cups of glue did the students use? Use words or numbers to explain your answer. 9 STOP

12 STOP You have completed this session.

13 Reading Directions Today you will take a test in reading. For this test, you will read passages and then answer questions about the passages. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it Cluster - Stuck Together; Gecko Glue Shared Stimulus - Shared Stimulus You will now read two passages and answer the questions that follow. Some of the questions may ask you to compare the two passages. Passage 1 Stuck Together 1 The ancient Egyptian people used it to make furniture. The ancient Greek and Roman people used it to repair pottery and decorate their homes with tiles. In fact, it has been part of history as far back as humans have existed. Can you guess what it is? It s GLUE! Ancient Glue 2 Cave people used glue. The glues they created were made from animal bones, skins, and other parts. The cave people first softened the bones, tissues, or hides by soaking them in water. Then they boiled that material to gather the collagen, or protein. The cave people made the glue from this protein. They would mix it with paint to make their drawings on cave walls last longer. They were so good at making their own glue that cave paintings in France still remain visible today, almost 20,000 years later! HTO/Wikimedia An ancient cave painting in France 11

14 Grade 5 Reading Changes in Glue Making 3 People used glue made from animal parts for centuries. Woodworkers made beautiful furniture with animal-based glue. Printers also used it to bind pages into books. However, animal-based glue was hard, and it was not waterproof. In the Middle Ages, artists and other craftspeople learned to make a simple type of glue out of cheese or milk. Historians believe that people used this kind of glue to assemble musical instruments as well as furniture. This glue was resistant to water and strong. 4 During the 1800s and early 1900s, inventors made many improvements to the milk-based glue. In the United States, several inventors got special government licenses to make it. Though the milk-based glue was strong and resistant to water, it took a long time to dry. To make objects stick with milk-based glue, they had to be pressed tightly together for several hours. 5 In the 1930s, inventors used man-made chemicals to make new glues. These glues were better than animal- or milk-based glues in some ways. For example, some chemical glues could bend. These new glues were also waterproof. At first, they were only available to the military. It was not until the 1950s that chemical glues such as Super Glue became common in American homes. Modern Glue 6 Today, scientists research ways to make new glues stronger and easier to use. These researchers have turned to nature for ideas. They examine the way some plants and animals stick in their environments. The way ivy grows and sticks to walls helped inspire the scientists to create a glue that can seal holes in a beating heart during an operation! Doctors now use this special glue to seal wounds. The science of stickiness is truly changing the world. Stuck Together 2017 by Measured Progress. 12

15 Grade Shared Stimulus - Shared Stimulus Passage 2 Gecko Glue Reading Nature Inspires Inventors 1 For thousands of years, people have looked for ways to stick things together. Cave people created a type of glue made out of animal bones and skins. In fact, people continued to make glue from animal parts until about one hundred years ago. Then scientists decided to invent better ways to make things stick together, and nature provided them with plenty of ideas. 2 A plant called a burdock caught the attention of an inventor named George de Mestral in the 1940s. He noticed that the head of the burdock, called a burr, is covered with little hooks that attach themselves to almost anything they brush against. This natural design inspired de Mestral to create Velcro. Velcro is often found on the shoes of young children in place of shoelaces. It is made of two pieces of material. One piece has tiny hooks, and the other has tiny loops. To fasten the two together, the hooks on one piece catch the loops on the other. When astronauts needed a way to keep tools from floating away in space, they used Velcro. What Other Scientists Discovered 3 Plants are not the only part of nature that inspires inventions. Animals do, too. The gecko s natural stickiness has amazed people since the beginning of time. But have you ever touched a lizard s feet? Scientists did! It turns out that a gecko s feet do not feel sticky at all, and yet geckos can climb up glass walls and across smooth ceilings. Scientists wondered how geckos do it. The bottom of a gecko s foot Measured Progress 13

16 Grade 5 Reading 4 Recently, scientists were finally able to learn how a gecko s feet actually work. They discovered that the ridges on a gecko s foot are covered with millions of tiny hairs that have split ends. These hairs are about 10 times thinner than a human hair. When a gecko puts its foot down, the hairs bend and become flat. This action causes a tiny electric charge, making the hairs stick together. Scientists named the action the van der Waals force after a Dutch scientist. 5 When a gecko climbs a flat surface, pressure is put on its feet that forces the tiny hairs to fold down. The hairs folding makes the gecko s feet stick to the surface. When the gecko lifts its foot, it removes the pressure. The hairs are no longer forced together and so are no longer sticky. The electricity is released, and the gecko can move its foot again. The gecko can control the stickiness of its feet by putting pressure on or lifting pressure from each foot. The hairs on a gecko s foot Measured Progress How Geckos Changed Glue 6 Researchers have since developed a medical tape that acts like gecko feet. This tape can be used inside the human body on tissue too delicate for stitches. In addition, scientists at Stanford University created a sticky substance that lets a human climb up walls. Think about the possible uses. With this gecko glue, astronauts could safely climb the outside of spaceships to make repairs. Robots could climb tall buildings to wash windows. Look out, Spider-Man! Gecko Glue 2017 by Measured Progress. 14

17 Grade Choice A - Stuck Together; Gecko Glue 1. In Passage 1, what was wrong with milk-based glue? A It took too long to dry. B It could only be used on furniture. C Inventors needed a license for it. D Printers would rather use animal-based glue. Reading Composite D/C - Stuck Together; Gecko Glue This question has two parts. Be sure to answer both parts of the question. 2. In Passage 1, what evidence best supports the idea that glues improved over time? A Newer glues have more ingredients. B Newer glues have longer drying times. C Newer glues have different inspirations. D Newer glues have more useful features. Which detail from the passage best supports the answer above? A In the Middle Ages, artists and other craftspeople learned to make a simple type of glue out of cheese or milk. B To make objects stick with milk-based glue, they had to be pressed tightly together for several hours. C For example, some chemical glues could bend. D They examine the way some plants and animals stick in their environments Choice C - Stuck Together; Gecko Glue 3. What does the last picture in Passage 2 show? A the electric charge created by gecko feet B how the gecko s feet are not actually sticky C what the gecko hairs look like before they bend D how the gecko s hair sticks to surfaces 15

18 Grade Extended Text - Stuck Together; Gecko Glue 4. Based on Gecko Glue, describe the role geckos played in the development of glue. Use details from the passage to support your answer. Reading Choice A - Stuck Together; Gecko Glue 5. Which choice best explains how the passages differ in their structures? A Passage 1 shows the chronological development of glue, while Passage 2 compares glue to things in nature. B Passage 1 explains the causes of different kinds of glue, while Passage 2 shows the effects of different kinds of glue. C Passage 1 describes the effects of using certain glues, while Passage 2 describes the problems scientists have with different glues. D Passage 1 explains the uses of glue over the years, while Passage 2 explains the causes of glue discoveries Choice B - Stuck Together; Gecko Glue 6. With which statement would the authors of both passages most likely agree? A Scientists are fascinated by how Velcro imitates nature. B Glue offers many possibilities for important modern uses. C Cave people had the longest-lasting and best quality glue. D Man-made chemicals are more valuable than animal-based ingredients Extended Text - Stuck Together; Gecko Glue 7. Based on the information in Stuck Together and Gecko Glue, explain how the need for sticky materials has changed over time and what has been developed to fill this need. Use details from both passages to support your answer. 16 STOP

19 STOP You have completed this session.

20 Writing & Language Directions Today you will take a test in writing and language. For this test, you will read passages and answer questions. Some questions might ask about how to improve the passage. Other questions might ask you to correct errors in the passage. Some of the questions may look different from test questions you have seen before, and some may ask about material that is new to you, but it is important to do your best. If you are not sure of the answer to a question, you should still try to answer it Cluster - Foxes_IV Shared Stimulus - Shared Stimulus Read the passage. Then answer the questions that follow. Foxes 1. Foxes can be found on every continent on the planet except Antarctica. 2. They can live in snowy forests and hot deserts, among other places. 3. Some foxes even live in the city. 4. Foxes are relatives of dogs and wolves. 5. Foxes are usually much smaller than wolves, though. 6. They eat plants and small animals, such as bugs and mice. 7. Foxes tend to be active mainly at night, which is when they roam and look for food. 8. However, they can be very shy. 9. If a fox lives near you you might not even know it! 10. The red fox is the most common type of fox. 11. Red foxes are found in Asia, Europe, North America, Africa, and Australia. 12. However, the red fox is not naytive to Australia. 13. It was first brought there by humans. 14. Its fur is mostly red with a large white patch on its mouth and chest. 15. The red fox has black fur on its legs and ears. 16. One of the most unusual foxes is the fennec (said out loud FEN-eck) fox. 17. It is the smallest fox in the world and weighs only about three pounds. 18. However, its ears are huge up to six inches long. 19. The fennec fox lives at the deserts of North Africa. 20. Its large ears may help it keep cool by letting go of heat from its body. 21. As you might guess, fennec foxes also have very good hearing, which they use to find food. 22. Foxes come in various shapes and sizes, and they can live in many different types of places. 23. They can eat all different kinds of food. 24. These are some reasons foxes have proven to be such a success. Foxes 2017 by Measured Progress. 18

21 Grade Composite B/D - Foxes_IV1 This question has two parts. Be sure to answer both parts of the question. Writing & Language 1. Which sentence would be the best way for the writer to introduce the topic of the article? A Foxes are a lot like wolves. B The fox is one of nature s greatest success stories. C Foxes are usually seen only at night when they come out to eat. D The red fox eats both plants and animals, which helps it live. Which detail from the article best supports the answer above? A Foxes are relatives of dogs and wolves. B Foxes tend to be active mainly at night, which is when they roam and look for food. C The red fox is the most common type of fox. D Foxes come in various shapes and sizes, and they can live in many different types of places Choice D - Foxes_IV1 2. How should sentence 9 be punctuated? A If a fox lives, near you, you might, not even know it! B If a fox lives, near you, you might not even know it! C If a fox lives near you, you might, not even know it! D If a fox lives near you, you might not even know it! Choice B - Foxes_IV1 3. How should the underlined word in sentence 12 be spelled? A nativ B native C naityve D naiytive 19

22 Grade 5 Writing & Language Choice B - Foxes_IV1 4. The writer is deciding whether sentence 13 supports the topic of the article. Should the writer keep sentence 13? A Yes, because the sentence offers information about how humans once needed foxes. B Yes, because the sentence helps explain how fox populations spread all over the world. C No, because the reason red foxes are in Australia is not connected to their importance to nature. D No, because how red foxes arrived in Australia does not explain why foxes are a success Choice B - Foxes_IV1 5. How should the underlined word in sentence 19 be changed? A from B in C over D up Choice A - Foxes_IV1 6. How should the underlined words in sentence 20 be changed to be the most clear? A releasing B sharing C spending D using 20 STOP

23 STOP You have completed this session.

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