Sample Booklet

ISAT
ISAT
Sample
Booklet
2006
GRADE
5
Sample Items
for Reading
and Mathematics
Sample
Test Booklet
ILLINOIS STATE BOARD OF EDUCATION
Copyright © 2006 by the Illinois State Board of Education. Copyright © 2003 by Harcourt Assessment, Inc. All rights reserved. No
part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy,
recording, or any information storage and retrieval system, without permission in writing from the publisher and the Illinois State Board
of Education,
Education. except
Printedfor
in the printing
United States
of complete
of America.
pages for instructional use and not for resale. Printed in the United States of America.
2006 ISAT Grade 5 Sample Book
Introduction
This sample book contains sample ISAT items classified with an assessment objective from the Illinois
Assessment Frameworks. These samples are meant to give educators and students a general sense of how items
are formatted for ISAT. All 2006 ISATs will be printed in color. This sample book does not cover the entire
content of what may be assessed. Please refer to the Illinois Assessment Frameworks for complete descriptions
of the content to be assessed at each grade level and subject area. The Illinois Assessment Frameworks are
available online at www.isbe.net/assessment/IAFindex.htm. The Student Assessment website contains
additional information about state testing (www.isbe.net/assessment).
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
ISAT Grade 5 Sample Reading Items
ISAT Reading testing beginning in spring 2006 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 Harcourt, 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.
IL06-I2-5SB
Reading
XEG212 Passage
XEG212.AR1
A Candlelit Holiday
by
Elaine Masters
On one full-moon
night every fall, the
rivers and lakes of
Thailand are dotted
with twinkling
candles. The Thais
are celebrating
"Loi Krathong," or
"Floating Leaf Cup
Day."
No one knows for
sure how this lovely custom got started.
Some say it was started 700 years ago by
a wife of a king who wanted to surprise
and please her husband. Others say it
started even longer ago as a special
religious ceremony. But however it
began, it is delightful.
Families always used to make their
floats, or little boats, from banana leaves
torn into strips and woven into the
shape of a bowl. Then they beautifully
decorated them with flowers. Now, while
many families still make their own floats,
others simply buy them. Modern floats
may be made of banana leaves or plastic.
All of them still hold a lighted candle, a
flower, a stick or two of sweet-smelling
incense, and a coin.
On the holiday evening, families
gather at parks near lakes, rivers, or
canals for outdoor
dinners. Adults sit on
mats and visit with
their neighbors while
children play tag or
hide-and-seek. In
some cities, blazing
fireworks and dancers
in shining silk
costumes entertain the
crowd.
Many men and women sell things.
People sell floats to those who have not
made them at home. Other people sell
balloons in various shapes and colors or
clever toys made of bamboo. Food sellers
offer noodle soup, dried fish, candy, little
cakes, roasted chicken, and bamboo
tubes filled with sticky rice cooked in
coconut milk. They pour soft drinks into
small plastic bags, whirl a rubber band
around the top, and stick in a short
straw.
Then, when the full moon rises,
families light the candles and set their
little boats afloat. The waterway soon
twinkles like a fairyland with candles
bobbing in their floats and fireworks
reflecting in the water.
GO ON
IL06-I2-5SB
Reading
XEG212
1
XEG217
3
Paragraph 2 of this selection is
mainly about —
After reading the title, what
should you expect to learn from
this selection?
≥A
how this holiday might have
begun
B what the floats are made of
C when the holiday takes place
D what people eat during the
holiday
≥
A How to make your own candles
B Ideas for new recipes
C Why we celebrate the Fourth of
July
D Where a candlelit holiday is
celebrated
XEG216
2
To understand more about the
meaning of the floating leaf
cups, the reader should ask —
≥
A how the floats are kept from
being burned by the flame
B why a coin is placed in the float
C what happens to all the floats
when the holiday is over
D how much store-bought floats
cost
XEG218
4
Which detail in the selection
shows that this is a relaxing
holiday?
≥A
Families spend the evening
eating, playing, and visiting.
B People spend hours making
floats.
C There are many different kinds of
food to buy.
D It is held in autumn.
GO ON
IL06-I2-5SB
Reading
Jacques/Albert0505I
JACQUES/ALBERT0505I.AR1.eps thru .AR4.eps
Albert Einstein and Jacques Cousteau spent their lives
studying the unknown. These articles tell about what led
them to become famous.
Albert Einstein
by Allan Fallow
His name became a synonym for “genius.” Is it true that this
brilliant scientist started out as a slow learner?
1
2
3
I
n a century marked by sweeping
scientific advances, Albert Einstein
was probably the most gifted
scientist of all. Yet as a child, he didn’t
try to talk until he was older than
2. He was also shy and solitary. These
traits may have led to the rumor that
he flunked first grade. In fact, though
he may have been quiet, Albert was
curious about the world and sharp in
school. “His report card was brilliant,”
his mother bragged, when at age 7, he
received his grades.
Albert was only 1 when he moved
with his family to the city of Munich,
in Germany, from Ulm, where he was
born March 14, 1879. While other boys
played rough-and-tumble games such
as soldiers or tag, Albert played games
demanding patience and focus. He
liked to build complicated structures of
wooden blocks, or card houses that
stood 14 stories tall.
Albert’s first encounter with a
scientific mystery came at age 5, when
his father handed him a compass.
Fascinated by the way the needle
always pointed north, he later wrote,
4
5
6
“This made a
deep impression on me. Something
deeply hidden had to be behind
things.” Albert’s belief that an
unseen force controlled the
world—and his need to understand
that force—propelled his lifetime of
scientific exploration.
In school, however, there was no
independent exploration. The
discipline there was so strict, he said,
that “the teachers appeared to me like
sergeants and lieutenants.” He made it
worse by insisting on solving every
problem his own way. His teachers
didn’t appreciate his cleverness.
Things were different at home.
Albert’s parents encouraged creative
thinking. His mother, father, sister, and
uncle shared a big house. Uncle Jakob
fed Albert’s hunger for knowledge. He
got Albert interested in algebra. Often
solutions to difficult math problems
would come to Albert while he played
the piano.
At age 10 Albert became friends with
Max Talmud, a college student who ate
dinner at the Einsteins’ house once a
GO ON
IL06-I2-5SB
Reading
week. Recognizing Albert’s
“exceptional intelligence,” Talmud
loaned him a geometry book. “At first I
aided him in solving difficult
problems,” said Talmud. But “soon the
flight of his mathematical genius was
so high that I could no longer follow.”
Whiz Kid! While still a teenager, Albert Einstein wondered
what a beam of light would look like if a person could keep
pace alongside it. It took Einstein ten years to find the answer.
When he did, it formed the basis for his famous theory of
relativity, which states that gravity warps space and time.
Although Einstein’s discoveries led to the development of
nuclear weapons, he believed that people should not go to war.
After receiving the 1921 Nobel Prize in physics, Einstein
moved in 1933 to the United States, where he lived to age 76.
Jacques Cousteau
by Lynda DeWitt
The daring pioneer of undersea exploration started out as a
sickly child who was told to avoid exercise.
1
J
acques Cousteau’s
first memories
were of water. Born
on June 11, 1910, in
St.-André-de-Cubzac, a
small town near France’s
Atlantic coast, Jacques
(ZHAHK) spent most
holidays at the ocean.
He loved the water, but
he didn’t run and play
on the beach like most
kids. For his first seven
years, Jacques had a
2
painful disorder of the
intestines that made
him weak and tired. His
doctor warned him to
avoid sports and
exercise.
Jacques didn’t listen to
the doctor’s advice.
Determined to swim, he
taught himself how, and
in time became an
excellent swimmer. As
his health improved, his
passion for the ocean
grew. Jacques’s father, a
lawyer, worked for an
American millionaire.
He often traveled,
and the Cousteau
(koo-STOH) family,
including Jacques and
his older brother, Pierre,
traveled with him, so
they rarely lived in any
one place for very long.
GO ON
IL06-I2-5SB
Reading
3
When Jacques was
about 10, his father’s job
took the family to the
United States. It was at a
camp along Lake Harvey
in Vermont where
Jacques had his first
underwater adventure. A
camp counselor was
annoyed when Jacques
refused to ride a horse.
As punishment the
counselor ordered
Jacques to clear
branches and leaves
4
from under a diving
board at the lake. “I
worked very hard,”
Jacques wrote. “Diving
in that murk without
goggles, without a
mask—that’s where I
learned to dive.” As for
horses, Jacques never
liked them.
Living in France at age
13, Jacques bought a
movie camera. He liked
to make movies and
often played the lead
role. He even developed
the film himself. By age
16, he had formed his
own movie company.
He was producer,
director, and chief
cameraman. By then, his
course was set. Jacques
combined his two
loves—oceans and
filmmaking—and began
a career that would
show people an
underwater world never
seen before.
DOWN BY THE SEA. While serving in the French
Navy, Jacques Cousteau co-developed the Aqua-Lung®.
The breathing device let divers descend to new depths,
unconnected to the surface. It became the basis for all
scuba (self-contained underwater breathing apparatus)
gear.
Through his award-winning television series, The
Undersea World of Jacques Cousteau, and his many films
and books, he revealed the mysteries of the deep to
millions. He died on June 25, 1997.
“Einstein and Cousteau” by Allan Fallow and Lynda DeWitt, drawings by Bryn Barnard, originally appeared in the
When I Was a Kid feature of National Geographic World issues of August 1997 and April 1998. Copyrights © 1997
and 1998 by National Geographic Society. All used by permission of National Geographic Image Collection.
Photograph of Dr. Einstein provided by Austrian Archives/CORBIS, photograph of Mr. Cousteau provided by
CORBIS, both used by permission, all rights reserved. “Aqua-Lung” is a registered trademark of U.S. Divers Co., Inc.
GO ON
IL06-I2-5SB
Reading
3346645
1
3347701
4
The two articles can best be
classified as which type of
writing?
≥
A
B
C
D
What did Max Talmud come
to realize about young
Albert Einstein?
≥A
Young Einstein was better at
math than he was.
B Young Einstein was able to find
creative ways to deal with his
lack of musical ability.
C Young Einstein could play the
piano while designing houses
made of cards.
D Young Einstein was happiest
showing his friends from school
how to solve science problems.
Narrative
Persuasive
Expository
Autobiography
3347517
2
How are the games Albert
Einstein enjoyed different from
the games other boys enjoyed?
≥
A The games Albert Einstein
played required athletic skill.
B The games Albert Einstein
played required concentration.
C The games Albert Einstein
played required many players.
D The games Albert Einstein
played required costly equipment.
3347519
3
3346634
5
Based on the article, which pair
of words best describes Albert
Einstein as a child?
≥
A
B
C
D
Artistic and sensitive
Athletic and cooperative
Outspoken and stubborn
Intelligent and determined
Why was Albert Einstein a
difficult student for his
teachers?
≥
A
B
C
D
He liked to play cards.
He had trouble concentrating.
He answered all the questions.
He wanted to work on his own.
GO ON
IL06-I2-5SB
Reading
3347526
6
3347536
9
Jacques Cousteau had a painful
disorder. Which of the following
is most like a disorder?
≥
A
B
C
D
Why were Jacques Cousteau’s
television shows so popular?
A mess
An illness
A memory
An experience
≥
A They taught horseback riding.
B They explained math theories.
C They showed popular vacation
spots.
D They exposed underwater
environments.
3347524
7
Jacques Cousteau wrote about
diving in the murk. What word
best describes murk?
≥A
Dark
B Cold
C Water
D Clear
3347537
10
Which of the following words
describes both Albert Einstein
and Jacques Cousteau?
≥A
Curious
B Athletic
C Musical
D Talkative
3346639
8
Who was most responsible for
Jacques Cousteau learning
to dive?
≥
A
B
C
D
His father
A camp counselor
A diving instructor
His underwater cameraman
GO ON
IL06-I2-5SB
Reading
11
3346650
Why are Albert Einstein and Jacques Cousteau remembered as great men? Use information
from the passages and your own observations to support your answer.
GO ON
IL06-I2-5SB
Reading
Camera0505I
R5Camera0505I_AR1.eps
Making a Camera
Jacques Cousteau was famous for the beautiful
pictures he took underwater. Do you know that you
can create a camera with nothing more than a
pinhole? Try it by making a pinhole camera. Use the
directions below.
Materials:
•
•
•
•
•
•
Black construction paper
Wax paper
Empty frozen-juice can
Tape
Pencil
Nail
Directions:
1. Roll the construction paper into a cone. Make sure to leave a tiny
opening at the small end of the cone.
2. Tape the sides of the cone together and cut the wide end of the cone
so it will fit inside the juice can.
3. Trace the circle at the wide end of the cone onto a piece of wax paper.
4. Cut out the circle on the wax paper.
5. Tape the wax paper circle to the wide end of the cone.
6. Use a nail to make a pinhole in the juice can.
7. Slide the narrow end of the cone into the open end of the juice can.
8. Point the pinhole at a bright object and look through the cone.
9. Try sliding the cone in and out of the can to see a smaller or larger
image.
GO ON
IL06-I2-5SB
Reading
3351809
1
3351810
3
Which item is missing in the
list of necessary materials?
≥
A
B
C
D
What necessary information is
missing from step 6?
Stapler
Box
Glue
Scissors
≥
A How to slide the cone back and
forth smoothly
B What end of the juice can to use
C Where to make the pinhole on
the juice can
D When to point the pinhole at
the bright object
3351813
2
What happens when the cone
slides in and out of the can?
≥
A
B
C
D
3351807
4
What is done before the
construction paper is cut?
The pinhole gets bigger.
The image changes size.
The wax paper changes color.
The cone changes shape.
≥
A The pinhole is poked in the can.
B The wax paper is cut into a
circle.
C The paper is rolled into a square.
D The cone is taped together.
STOP
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
1
A
1.5.12 Identify explicit and implicit main ideas.
2
B
2.5.05 Compare stories to personal experience, prior knowledge, or other
stories.
3
D
1.5.08 Identify probable outcomes or actions.
4
A
1.5.17 Distinguish the main ideas and supporting details in any text.
1
C
2.5.15 Identify whether a given passage is narrative, persuasive, or expository.
2
B
1.5.16 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
3
D
1.5.16 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
4
A
1.5.16 Determine the answer to a literal or simple inference question
regarding the meaning of a passage.
5
D
2.5.08 Determine what characters are like by what they say or do by how the
author or illustrator portrays them.
6
B
1.5.05 Determine the meaning of a word in context when the word has
multiple meanings.
7
A
1.5.02 Determine the meaning of an unknown word using word, sentence,
and cross-sentence clues.
8
B
1.5.17 Distinguish the main ideas and supporting details in any text.
9
D
1.5.22 Draw inferences, conclusions, or generalizations about text and support
them with textual evidence and prior knowledge.
10
A
1.5.22 Draw inferences, conclusions, or generalizations about text and support
them with textual evidence and prior knowledge.
11
ExtendedResponse Item
1.5.22 Draw inferences, conclusions, or generalizations about text and support
them with textual evidence and prior knowledge.
1
D
1.5.26 Determine whether a set of complex instructions or procedures is
complete and, therefore, clear (e.g., if incomplete, identify what is missing).
2
B
1.5.26 Determine whether a set of complex instructions or procedures is
complete and, therefore, clear (e.g., if incomplete, identify what is missing).
3
C
1.5.26 Determine whether a set of complex instructions or procedures is
complete and, therefore, clear (e.g., if incomplete, identify what is missing).
4
D
1.5.26 Determine whether a set of complex instructions or procedures is
complete and, therefore, clear (e.g., if incomplete, identify what is missing).
Assessment Objective
To view all the reading assessment objectives, download the Illinois Reading Assessment Framework for
Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Grade: 5
Sample: 1
Score: 3
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
*The response demonstrates an accurate understanding of information in the text by focusing on some key
ideas presented explicitly and implicitly. However, the response lacks some clarity in explaining supporting
material, (“When Einstien learned what a beam of light looked like when a person kept pace with it other
people learned that they could make nuclear weapons”).
*The response could have included a more thorough discussion of each man’s inventions and could have
used more specific information from the text. For example, the response never mentions Einstein’s theory
of relativity (a key concept), just the beam of light. While there is a connection made between Einstein’s
“beam of light” and nuclear weapons, it isn’t well tied together.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Grade: 5
Sample: 2
Score: 4
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
*This response demonstrates a strong understanding of the important information in the text by
focusing on the key ideas presented explicitly and implicitly. This response includes Einstein’s discovery
(“his famous theory of relativity”), which the writer then compares to Jacques Cousteau’s invention
(“he co-developed the Aqua-Lung®”). The discussion makes logical interpretations, connections, and
comparisons. The relevant references are fully supported: (“[Einstein’s theory] states that gravity warps
space and time.”); (“[The Aqua-Lung®] was a breathing device that let divers decend to new depths.”).
*This response effectively incorporates and articulates information from both articles and uses the
information to compare the two men and their accomplishments and to answer the question. For example,
the response presents two reasons why each man should be remembered and uses balanced, text-based
information as support.
IL06-I2-5SB
EXTENDED-RESPONSE READING 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.
CRITERIA
SCORE
•
4
•
•
•
•
3
•
•
•
Reader demonstrates an accurate understanding of information in the text by focusing on some key
ideas presented explicitly and implicitly.
Reader uses information from the text to interpret significant concepts or make connections to other situations or
contexts logically (with some gaps) through analysis, evaluation, inference, or comparison/contrast.
Reader uses relevant and accurate references; some are specific; some may be general and not fully supported.
Reader partially integrates interpretation of the text with text-based support.
•
•
Reader demonstrates an accurate but limited understanding of the text.
Reader uses information from the text to make simplistic interpretations of the text without using significant concepts
or by making only limited connections to other situations or contexts.
Reader uses irrelevant or limited references.
Reader generalizes without illustrating key ideas; may have gaps.
1
•
•
•
•
Reader demonstrates little or no understanding of the text; may be inaccurate.
Reader makes little or no interpretation of the text.
Reader uses no references or the references are inaccurate.
Reader’s response is insufficient to show that criteria are met.
0
•
•
Reader’s response is absent or does not address the task.
Reader’s response is insufficient to show that criteria are met.
2
•
•
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).
2006 ISAT Grade 5 Sample Book
ISAT Grade 5 Sample Mathematics Items
ISAT Mathematics testing beginning in spring 2006 will consist of 30 norm-referenced items, as well as
45 criterion-referenced 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
Harcourt, Inc. The 45 criterion-referenced items are all written by Illinois educators and pilot tested with
Illinois students.
Item Formats
All 75 items are aligned to the Illinois Mathematics Assessment Framework, which defines the elements of the
Illinois Learning Standards that are suitable for state testing.
Multiple-choice items require students to read, reflect, or compute and then to select the alternative that
best expresses what they believe the answer to be. This format is appropriate for quickly determining
whether students have achieved certain knowledge and skills. Well-designed multiple-choice items can
measure student knowledge and understanding, as well as students’ selection and application of
problem-solving strategies. A carefully constructed multiple-choice item can assess any of the levels of
mathematical complexity from simple procedures to sophisticated concepts. They can be designed to reach
beyond the ability of students to “plug-in” alternatives or eliminate choices to determine a correct answer.
Such items are limited in the extent to which they can provide evidence of the depth of students’ thinking.
Short-response items pose similar questions as multiple-choice items and provide a reliable and valid basis
for extrapolating about students’ approaches to problems. These items reduce the concern about guessing
that accompanies multiple-choice items. The short-response items are scored with a rubric and count as
5% of the scale score of the test.
Extended-response items require students to consider a situation that demands more than a numerical
response. These items require students to model, as much as possible, real problem solving in a large scale
assessment context. When an extended-response item poses a problem to solve, the student must determine
what is required to “solve” the problem, choose a plan, carry out the plan, and interpret the solution in terms
of the original situation. Students are expected to clearly communicate their decision-making processes
in the context of the task proposed by the item (e.g., through writing, pictures, diagrams, or well-ordered
steps). The extended-response items are scored with a rubric and count as 10% of the scale score of the test.
Scoring Extended- and Short-Response Items
Extended- and short-response items are evaluated according to an established scoring scale, called a rubric,
developed from a combination of expert 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.
IL06-I2-5SB
Mathematics Sessions
All standard time administration test sessions are a minimum of 45 minutes in length.
Any student who is still actively engaged in testing when the 45 minutes have elapsed
will be allowed up to an additional 10 minutes to complete that test session. More details
about how to administer this extra time will appear in the ISAT Test Administration
Manual. This new policy does not affect students who already receive extended time as
determined by their IEP.
Mathematics ISAT Grade 5
Session 1
45 minutes
40 multiple-choice items
(30 of these are an abbreviated form of the Stanford 10.)
Session 2
45 minutes
30 multiple-choice items
3 short-response items
Session 3
45 minutes
2 extended-response items
(Some items will be pilot items.)
Calculator Use for Grade 5 Mathematics ISAT
Students in grade 5 are allowed to use a calculator on any session of the mathematics
assessment. Students are allowed to use any calculator they normally use in their
mathematics classes. Schools, teachers, and parents should be advised that when students
attempt to use calculators with which they are unfamiliar, their performance may suffer.
In a like manner, students who are not taught when and how to use a calculator as part of
their regular mathematics instructional program are also at risk.
Rulers for Grade 5 Mathematics ISAT
All students in grade 5 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.
Mathematics
XIH110
1
In the 1988 Olympic Games,
Florence Griffith Joyner of the
United States set an Olympic
record for the women’s
100-meter dash. Her time was
ten and sixty-two hundredths
seconds. How is this time
written as a number?
A
≥B
3484053
2
3484053_AR1
A pizza was cut into 8 equal pieces.
Ben ate 2 pieces, and Sam ate
3 pieces.
1.62 seconds
10.62 seconds
C
100.62 seconds
D
1062.00 seconds
What fractional part of the
pizza did Ben and Sam eat?
3
8
3
5
A
B
≥
5
8
8
5
C
D
GO ON
IL06-I2-5SB
Mathematics
3484054
3
3484054_AR1
All items listed below are on sale
for 50% off the regular price.
Six out of every ten fifth-grade
students in a school have a pet.
There are 50 fifth-grade students
in this school.
Items on Sale
Item
Regular Price
(including tax)
Hat
Shirt
CD
Coat
$ 10.95
$ 21.05
$ 15.95
$ 21.92
What is the total number of
fifth-grade students in this
school who have a pet?
Which is closest to the
amount of money needed to
buy 1 of each item listed,
at the sale price?
$30
A
$35
≥B
3484055
4
$60
$70
C
D
A
6 students
B
10 students
≥C
30 students
D
66 students
3484056
5
Anish went to sleep at 9:00 P.M. and
woke up at 6:30 A.M.
What is the total number
of hours Anish slept?
A
3
1
hours
2
B
7
1
hours
2
C
8
1
hours
2
≥D
9
1
hours
2
GO ON
IL06-I2-5SB
Mathematics
3484057
6
3484057_AR1
3484059
8
3484059_AR1
The drawing below is an
input-output machine.
What is the perimeter of the
figure below?
Input
6 feet
Add 7
Subtract 3
5 feet
2 feet
10 feet
Output
?
Using this machine, when the
input is 5, what is the output?
?
36 feet
≥A
28 feet
23 feet
13 feet
2
4
B
C
D
A
B
3484058
7
What is the value of
m ⫹ m ⫺ 3 when m ⫽ 4?
1
5
11
13
A
≥B
C
D
≥
9
12
C
D
3484060
9
Mr. Jackson is 36 years old. His son
is 8 years old. Let n represent the
age of Mr. Jackson’s wife. The ages
of Mr. Jackson, his wife, and their
son total 77.
Which correctly represents
this information?
A
77 ⫹ 36 ⫹ 8 ⫽ n
B
36 ⫺ n ⫹ 8 ⫽ 77
C
77 ⫺ 36 ⫹ 8 ⫽ n
≥D
36 ⫹ n ⫹ 8 ⫽ 77
GO ON
IL06-I2-5SB
Mathematics
XIJ321
10
Fra
nk
lin
Ta
ll
XIJ321.AR1
ey
Pierce
Holloway
Starlight
Which streets on this map
appear to never intersect?
A
Talley and Franklin
B
Starlight and Pierce
C
Franklin and Holloway
≥D
Holloway and Starlight
3484062
11
3484062_AR1
Which figures appear to be congruent?
M
N
O
O and M
N and P
A
B
P
Q
N and R
≥
C
R
P and Q
D
GO ON
IL06-I2-5SB
Mathematics
3484061
12
3484061_AR1
3484064
13
3484064_AR1
The graph below shows the average
daily temperatures for the town of
Jonesboro during a seven-day period.
Which is closest to the distance
from point G to point H on the
number line below?
Average Daily Temperature
G
10
A
3 units
≥B
10 units
C
13 units
D
26 units
35°
20
Temperature (°F)
0
H
30°
25°
20°
15°
10°
5°
0°
Sun. Mon. Tues. Wed. Thurs. Fri.
Sat.
Day
Which is closest to the
difference in the average
daily temperatures for Monday
and Wednesday?
0 °F
≥A
5 °F
10 °F
25 °F
B
C
D
GO ON
IL06-I2-5SB
Mathematics
3484065
14
3484065_AR1
The spinner below is divided into
six sections of equal size.
XIF606
15
XIF606.AR1 to AR5
Tim’s mother put these cookies on
a plate.
1
6
2
5
3
4
What is the probability that
the arrow will land in a space
labeled with an odd number?
1
6
2
6
A
B
≥
3
6
4
6
C
D
Which kind of cookie would
Tim most likely get if he takes
one without looking?
A
C
≥B
D
STOP
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Answer Key with Assessment Objectives Identified
Item
Number
Correct
Answer
1
B
6.5.05 Read, write, recognize, and model decimals and their place values
through thousandths.
2
C
6.5.14 Model situations involving addition and subtraction of fractions.
3
B
6.5.16 Make estimates appropriate to a given situation with whole numbers,
fractions, and decimals.
4
C
6.5.18 Solve problems involving proportional relationships, including unit
pricing (e.g., one apple costs 20¢, so four apples cost 80¢).
5
D
7.5.01 Solve problems involving elapsed time in compound units.
6
A
7.5.03 Solve problems involving the perimeter and area of a triangle,
rectangle, or irregular shape using diagrams, models, and grids or by
measuring or using given formulas (may include sketching a figure from its
description).
7
B
8.5.04 Evaluate algebraic expressions with a whole number variable value (e.g.,
evaluate m + m + 3 when m = 4).
8
C
8.5.05 Demonstrate, in simple situations, how a change in one quantity results
in a change in another quantity (e.g., input–output tables).
9
D
8.5.07 Represent problems with equations and inequalities.
10
D
9.5.08 Identify and sketch parallel, perpendicular, and intersecting lines.
11
C
9.5.13 Identify congruent and similar figures by visual inspection.
12
B
9.5.15 Determine the distance between two points on a horizontal or vertical
number line in whole numbers.
13
A
10.5.01 Read, interpret, and make predictions from data represented in a
pictograph, bar graph, line (dot) plot, Venn diagram (with two circles),
chart/table, line graph, or circle graph.
14
C
10.5.04 Solve problems involving the probability of a simple event, including
representing the probability as a fraction between zero and one.
15
C
10.5.04 Solve problems involving the probability of a simple event, including
representing the probability as a fraction between zero and one.
Assessment Objective
To view all the mathematics assessment objectives, download the Illinois Mathematics Assessment Framework
for Grades 3-8 online at www.isbe.net/assessment/IAFindex.htm.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Mathematics Short-Response Sample Item
Below is a short-response sample item, followed by the short-response scoring rubric and 3 samples of
student responses.
This short-response sample item is classified to assessment objective 9.5.01, “Classify, describe, and
sketch two-dimensional shapes (triangles, quadrilaterals, pentagons, hexagons, and octagons) according to
the number of sides, length of sides, number of vertices, and interior angles (right, acute, obtuse).”
3484066
16
Draw a closed figure with 5 sides. Make 2 of the angles right angles.
IL06-I2-5SB
MATHEMATICS SCORING RUBRIC: A GUIDE TO SCORING SHORT-RESPONSE ITEMS
Note: Item-specific rubrics are developed for each item before scoring.
♦
Completely correct response, including correct work shown and/or correct labels/units if called for in the item
1
♦
Partially correct response
0
♦
No response, or the response is incorrect
August 2005
MATHEMATICS SCORING RUBRIC
2
The following rubric is used for the short-response items for grade levels 3 through 8.
Score
Level
2006 ISAT Grade 5 Sample Book
Short-Response Student Sample 1
Short-Response Student Sample 1
Rubric Score Point = 2
Note: The student drew a figure that satisfies all the required elements. Even though there are more than
2 right angles, this drawing satisfies the required elements.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Short-Response Student Sample 2
Short-Response Student Sample 2
Rubric Score Point = 2
Note: The student drew a figure that satisfies all the required elements. Two angles visually appear to be
right angles, even though they are not labeled as such.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Short-Response Student Sample 3
Short-Response Student Sample 3
Rubric Score Point = 1
Note: The student drew a 5-sided figure, but none of the angles appear to be right angles.
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Mathematics Extended-Response Sample Item
Below is an extended-response sample item, followed by the extended-response scoring rubric and
3 student samples.
This extended-response sample item is classified to assessment objective 6.5.11, “Solve problems
involving descriptions of numbers, including characteristics and relationships (e.g., odd/even,
factors/multiples, greater than, less than, square numbers).”
3484067
17
The number of fifth-grade students going to the museum is greater than 30 but less than
50. Each student will have a partner on the bus. At the museum, there will be groups of
exactly 6 students.
How many students could be going to the museum?
Show all your work. Explain in words how you found your answer. Tell why you took
the steps you did to solve the problem.
IL06-I2-5SB
MATHEMATICS SCORING RUBRIC: A GUIDE TO SCORING EXTENDED-RESPONSE ITEMS
Knowledge of mathematical principles and concepts which
result in a correct solution to a problem.
Identification and use of important elements of the problem
that represent and integrate concepts which yield the
solution (e.g., models, diagrams, symbols, algorithms).
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.
♦
identifies all important elements of the problem and
shows complete understanding of the relationships
among elements
♦
gives a complete written explanation of the solution
process; clearly explains what was done and why it
was done
♦
shows complete evidence of an appropriate strategy
that would correctly solve the problem
♦
may include a diagram with a complete explanation of
all its elements
♦
identifies most of the important elements of the
problem and shows a general understanding of the
relationships among them
♦
gives a nearly complete written explanation of the
solution process; clearly explains what was done and
begins to address why it was done
♦
shows nearly complete evidence of an appropriate
strategy for solving the problem
♦
may include a diagram with most of its elements
explained
♦
identifies some important elements of the problem but
shows only limited understanding of the relationships
among them
♦
gives some written explanation of the solution
process; either explains what was done or addresses
why it was done
♦
shows some evidence of a strategy for solving the
problem
♦
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
Score
Level ♦
4
3
2
♦
0
uses appropriate mathematical terminology and
notations including labeling answer if appropriate
♦
executes algorithms and computations completely and
correctly
♦
shows nearly complete understanding of the
problem’s mathematical concepts and principles
♦
uses mostly correct mathematical terminology and
notations
♦
executes algorithms completely; computations are
generally correct but may contain minor errors
♦
shows some understanding of the problem’s
mathematical concepts and principles
♦
uses some correct mathematical terminology and
notations
♦
1
shows complete understanding of the problem’s
mathematical concepts and principles
may contain major algorithmic or computational
errors
♦
shows limited to no understanding of the problem’s
mathematical concepts and principles
♦
may misuse or fail to use mathematical terminology
and notations
♦
attempts an answer
♦
no answer attempted
♦
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 apparent strategy
EXPLANATION:
MATHEMATICS SCORING RUBRIC
STRATEGIC KNOWLEDGE:
The following rubric is used for the extended-response items for grade levels 3 through 8.
MATHEMATICAL KNOWLEDGE:
August 2005
2006 ISAT Grade 5 Sample Book
Extended-Response Student Sample 1
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Extended-Response Student Sample 2
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Extended-Response Student Sample 3
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
IL06-I2-5SB
2006 ISAT Grade 5 Sample Book
Scoring Guide for “Museum Tour”
There are three possible correct answers to this extended-response problem: 36, 42, or 48 students.
Extended-Response Student Sample 1
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. A correct answer of
42 students is present.
The response reflects a systematic
strategy (listing even numbers
and checking for divisibility by 6
also) that includes all important
elements of the problem.
The response addresses both what
was done and why (“…I counted
by 2…the kids sat with a partner…
had to be even…each tour group
will have exactly 6 students…”).
Extended-Response Student Sample 2
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
4
4
4
This response includes evidence of
a complete understanding of the
problem’s mathematical concepts
and principles. A correct answer of
48 students is present.
The response reflects a systematic
strategy (drawing groups of 6 and
keeping track of the numbers)
that includes all important
elements of the problem.
The response addresses both
what was done and why (“…drew
two lines to represent two kids…
labeled how many groups I had so
I will know how many groups of
6 kids I have…”).
Extended-Response Student Sample 3
MATHEMATICAL KNOWLEDGE
STRATEGIC KNOWLEDGE
EXPLANATION
3
4
2
This response shows a nearly
complete understanding of the
problem’s mathematical concepts
and principles. The correct answer
of 42 students is present; however,
there is a minor computation error
in the work shown on page 1.
The response reflects a strategy
(multiplied number of seats by
2 and then checked to see if the
answer is also divisible by 6) that
includes all important elements of
the problem and would lead to a
correct answer.
The response addresses only what
was done (“…multiplied by two…
multiplied 6x7…”).
IL06-I2-5SB