1. 5 th Grade WASL Practice Taken from 2006 Released Items Use During 10 Min. Math 3 items in this slideshow

2. Directions for Implementation  Display sample item slide. Allow students 2-3 minutes to complete item.  Answer item correctly together (can use felt tip pen tool)  Display scoring guide for item.  Students score themselves against the WASL rubric.  Discuss rubric expectations vs. student work

3. Sample Item 1 The students in Mrs. Middleton’s class learned that reducing the number of times they open their refrigerator doors saves energy. They kept track of how many times their families opened their refrigerator doors in one evening. Mrs. Middleton wrote their data on the board and asked the students to find the median (middle number). What is the median of the class data?

4. Sample Item 1 - Rubric   A 2-point response: The student shows an understanding of determining the median of a set of data by doing the following:   orders the numbers or shows work to support answer   writes 19.   A 1-point response: The student does one of the following:   orders the numbers or shows work that could lead to the answer   orders the numbers with one omission and median is consistent with omission   writes 19.   A 0-point response: The student shows very little or no understanding of determining the median of a set of data.

5. Sample Item 1 - Examples The student shows understanding of determining the median of a set of data by ordering the numbers to support the answer and writing “19.” This response earns two points.

6. Sample Item 1 - Examples The student shows understanding of determining the median of a set of data by ordering the numbers to support the answer and writing “19.” This response earns two points.

7. Sample Item 1 - Examples The student shows partial understanding of determining the median of a set of data by ordering the numbers. The answer written “18, 19, 20” is not correct. This response earns one point.

8. Sample Item 2   Tom was trying to figure out how to use pennies, dimes, and dollars to represent ones, tens, and hundreds.   Explain to Tom using words, numbers, or pictures how to represent the number 536 using pennies, dimes, and dollars.   Be sure to include:   The value of pennies, dimes and dollars.   How many pennies, dimes, and dollars are needed to represent 536?

9. Sample Item 2 - Answers

10. Sample Item 2 - Rubric   A 2-point response: The student makes a mathematical connection, correctly using concepts from number sense and measurement, by doing the following:   shows/writes value of a penny as 1¢ (ones), a dime as 10¢ (tens), and a dollar as $1 or 100¢ (hundreds)   writes 5 dollars, 3 dimes, and 6 pennies needed to represent 536 or any other appropriate variation using only pennies, dimes, and/or dollars.   A 1-point response: The student does one of the following:   shows/writes value of a penny as 1¢ (ones), a dime as 10¢ (tens), and a dollar as $1 or 100¢ (hundreds)   writes 5 dollars, 3 dimes, and 6 pennies needed to represent 536 or any other appropriate variation using only pennies, dimes, and/or dollars.   A 0-point response: The student shows very little or no mathematical connection using concepts from number sense and measurement.

11. Sample Item 2 - Example   The student shows understanding of making a mathematical connection, correctly using concepts from number sense and measurement, by showing the value of a penny as 1¢, a dime as 10¢, a dollar as 100¢ and writing “5” dollars, “3” dimes, “6” pennies are needed to represent $5.36.   This response earns two points.

12. Sample Item 2 - Example   The student shows understanding of making a mathematical connection, correctly using concepts from number sense and measurement, by showing, using pictures, the value of a penny as 1, the value of a dime as 10 and the value of a dollar as 100 and writing that “5” dollars, “3” dimes, and “6” pennies are needed to represent $5.36.   This response earns two points.

13. Sample Item 2 - Example   The student shows partial understanding of making a mathematical connection by writing that “5” dollars, “3” dimes, and “6” pennies are needed to represent $5.36. Instead of showing the value of the individual pieces of currency, symbols are used to represent pennies, dimes, and dollars.   This response earns one point.

14. Sample Item 2 - Example   The student shows little or no mathematical connection using concepts from number sense and measurement by incorrectly writing “5” dollars, “30” dimes and “6” pennies are needed to represent $536 and not showing the value of the individual pieces of currency.   This response earns zero points.

15. Sample Item 3   Mrs. Merklin is buying snacks at the baseball game. She has $6.00.   She wants to spend as much of her $6.00 as possible without going over that amount.   List two different combinations of snacks that she can buy. She can buy more than one of any item.   Show your work using words, numbers, or pictures.

16. Sample Item 3 - Answers

17. Sample Item 3 - Rubric   A 4-point response: The student shows understanding of solving problems by earning 5-6 of the following value points:   Understanding:   creates two different combinations (1 value point)   shows the total value for each given combination is ≥ $5.00 and ≤ $6.00 (1 value point)   Note: Student may show total dollar cost or total number of each item.   Strategy/Procedures:   computes total for combination 1 based on their items/prices (1 value point)   computes total for combination 2 based on their items/prices (1 value point)   Note: Allow for one computation error in only one list.   Answers:   shows accurate total for combination 1 using items/prices from the prompt, $5.50 ≤ total ≤ $6.00 (1 value point)   shows accurate total for combination 2 using items/prices from the prompt, $5.50 ≤ total ≤ $6.00. (1 value point)   A 3-point response: The student earns 4 value points.   A 2-point response: The student earns 3 value points.   A 1-point response: The student earns 1–2 value points.   A 0-point response: The student shows very little or no understanding of solving problems.

18. Sample Item 3 - Example The student shows understanding of solving problems by earning all 6 of the following value points: Understands: creates two different combinations (1vp) shows the total value of each combination is ≥ $5.00 and ≤ $6.00 (1vp) Strategies/Procedures: computes total for combination 1 based on their items/prices (1vp) computes total for combination 2 based on their items/prices (1vp) Answers: shows accurate total “$6.00” for combination 1 using items/prices from the prompt, ≥ $5.50 and ≤ $6.00 (1vp) shows accurate total “$5.85” for combination 2 using items/prices from the prompt, ≥ $5.50 and ≤ $6.00 (1vp) This response earns four points. The Work

19. Sample Item 3 - Example The student shows partial understanding of solving problems by earning 4 value points: Understands: creates two different combinations (1vp) shows the total value of each combination is ≥ $5.50 and ≤ $6.00 (1vp) Strategies/Procedures: computes total for combination 1 based on their items/prices (1vp) computes an incorrect total ($5.70 is correct) for combination 2 based on their items/prices (One computation error in only one list is allowed for credit.) (1vp) Answers: the total is out of range for combination 1 (0vp) incorrect total for combination 2 (0vp) This response earns three points. The Work

20. Sample Item 3 - Example The student shows partial understanding of solving problems by earning 3 value points: Understands: creates two different combinations (1vp) both totals are out of range (0vp) Strategies/Procedures: computes incorrect total ($2.70 is correct) for combination 1 based on their items/prices (One computation error in only one list is allowed for credit.) (1vp) computes total for combination 2 based on their items/prices (1vp) Answers: the total is out of range for combination 1 (0vp) the total is out of range for combination 2 (0vp) This response earns two points. The Work

21. Sample Item 3 - Example The student shows partial understanding of solving problems by earning 2 value points: Understands: creates two different combinations (1vp) does not show second total, adds to $7.25 which is out of range (0vp) Strategies/Procedures: computes an incorrect total ($6.10 is correct) for combination 1 based on their items/prices (1vp) does not compute total for combination 2 (0vp) Answers: incorrect total for combination 1 (0vp) does not show total for combination 2 (0vp) This response earns one point. The Work

22. Further Examples  These items and annotated examples were taken directly from the 2006 WASL released items grade 5. For more examples (there are two more examples for every point value on every item) follow this link:  http://www.k12.wa.us/assessment/WASL/testquest ion/2006/Gr5RIDMath06.pdf http://www.k12.wa.us/assessment/WASL/testquest ion/2006/Gr5RIDMath06.pdf http://www.k12.wa.us/assessment/WASL/testquest ion/2006/Gr5RIDMath06.pdf