1. Mathematics
Grade 4

2. Extended Response Item (Scaffolded) 4.NF.4c; 4.NF.4b; 4.NF.4a; 4.NF.3a
Sylvia knows there are 5 people attending her party, including herself. She wants to be sure she makes enough punch for everyone. She estimates that each person will drink ¾ cup of punch. Part A Write an expression that represents how many cups of punch Sylvia will need to make. Part B Find the value of the expression in Part A. How many cups of punch will Sylvia need to make? Show your work. Part C Draw a fraction model to represent your answer from Part B. Explain your answer. Part D Sylvia has cups of punch. Based on your answer in Part C, will this be enough punch for her party? Explain your answer or show your work. Be sure to complete ALL parts of the task. Write your answer and show your work on the paper provided. Do NOT type your answer in the text box below.

3. Exemplar Response

4. Rubric Score Designation Description 4 Thoroughly Demonstrated
The student correctly completes all elements of the item by solving word problems involving multiplication of a fraction by a whole number and using equations and fraction models to represent the problem (4.NF.4a, b, c) and by understanding addition and subtraction as joining and separating parts referring to the same whole (4.NF.3a). 3
Clearly Demonstrated
The student shows clear understanding of the skills listed above and correctly answers all parts, but one explanation or work shown is weak or insufficient. 2
Basically Demonstrated
The student shows basic understanding of the skills listed above by correctly answering three parts with at least two sufficient explanations or work shown. 1
Minimally Demonstrated
The student shows minimal understanding of the skills listed by correctly answering two parts with or without sufficient explanation or work shown.
Incorrect or irrelevant
The response is incorrect or irrelevant to the skill or concept being measured.

5. Student Response Score 2
Part A is incorrect.
Part C is correct; however, there is an insufficient explanation. Therefore, a higher score point cannot be given.
The student demonstrates a basic understanding of the mathematical concepts being measured by correctly answering and showing the work for Part B (5 x ¾ = 3 ¾) and Part D (Yes, because 4 ½ is more than 3 ¾).
Final Scoring: 2
Part A: Incorrect
Part B: Correct w/work shown
Part C: Correct w/no explanation
Part D: Correct w/work shown

6. Student Response Score 1
Part A is incorrect because the student provides an equation rather than an expression. Therefore, a higher score point cannot be given.
The student demonstrates a minimal understanding of the mathematical concepts being measured by correctly answering and showing the work for Part B (3/4 x 5 = 15/4).
Student correctly answers Parts C and D, but without sufficient explanation.
Final Scoring: Score 1
Part A: incorrect
Part B: Correct
Part C: Correct w/no explanation
Part D: Correct w/no explanation

7. Mathematics
Grade 6

8. Extended Response Item 6.NS.7; 6.EE.2; 6.EE.7
Tanya played a computer game in which the score was calculated using the equation where s is the score, t is the number of points Tanya earned, and c is the number of points her computer opponent earned. Tanya recorded her scores for one week on the number line shown in the diagram. The winner is determined by the highest score. Part A On Tuesday, Tanya’s computer opponent scored 33 points. How many points did Tanya score? Explain your answer or show your work. Part B On which day were the scores of Tanya and the computer the closest, but not the same? Who won that day? Explain your answer. Part C Explain what Friday’s score means about the number of points Tanya and the computer earned. Justify your answer using words and a mathematical statement. Part D On which day(s) did Tanya win? Using t and c, write a mathematical statement to support your answer.

9. Exemplar Response
Part A Tanya scored 25 points. Substitute the values into the equation and solve. Part B Their scores were closest on Saturday, and the computer won. The difference on Saturday is 6 points. Since t – c is negative, c is greater than t. This means the computer’s score was higher. Or To compare scores, use the absolute value of the difference, which is The absolute value of all of the scores is the smallest on Saturday. Since is negative, c is greater than t. This means the computer’s score was higher. Part C On Friday Tanya and the computer earned the same number of points (or, they tied). This is true because if then Part D Tanya won on Thursday, Monday, and Wednesday. Tanya will win whenever her score is greater than the computer’s, or whenever t > c.

10. Rubric Score Designation Description 4 Thoroughly Demonstrated
The student successfully completes all elements of the item by demonstrating an understanding of ordering and absolute value of rational numbers (6.NS.7), in particular those related to number line comparisons (6.NS.7a, 6.NS.7c). The student demonstrates the ability to write, read, and evaluate expressions in which letters stand for numbers (6.EE.2), and to solve real-world and mathematical problems by solving equations (6.EE.7). 3
Clearly Demonstrated
The student shows clear understanding of the skills listed above, but one of the explanations is weak or insufficient Or
All parts of the item are correctly done except for a minor computational error
The student successfully completes three of the four parts of the item. 2
Basically Demonstrated
The student shows basic understanding of the skills listed above, but provides insufficient explanations
The student successfully completes two of the four parts of the item. 1
Minimally Demonstrated
The student shows minimal understanding of the skills listed above by completing only one of the four parts of the item
The student had some correct answers, but provided no explanations.
Incorrect or irrelevant
The response is incorrect or irrelevant to the skill or concept being measured.

11. Student Response Score 3
Part A has the correct answer of 25, with support.
Part B has the correct answer, Saturday, with explanation.

12. Student Response Score 3
Part C correctly explains the meaning of a zero on the graph with a correct justification but is missing a mathematical statement.
Part D has the correct answer, with correct support.

13. Student Response Score 2
Part A has a correct answer, with work shown.
Part B has the correct answer of Saturday, indicates the winner as the computer but does not provide a sufficient explanation.
Part C correctly interprets the zero score on the graph as a tie, but lacks a sufficient justification.
Part D has the correct answer of Thursday, Monday, and Wednesday and gives mathematical statements for each day as support, but not a general statement.

14. Student Response Score 1
Part A has a correct answer, but no explanation or work shown.
Part B is incorrect.
Part C correctly interprets the meaning of the zero score on the graph but the justification is insufficient.
Part D has the correct answer, but with no support.

15. Mathematics
Analytic Geometry

16. Extended Response Item S.CP.7; S.CP.1
The total number of full-time and part-time employees at a store is 50. Each employee works either the morning shift or the afternoon shift. More information about the employees is given below. • 15 employees are part-time • 28 employees are males • 30 employees work the morning shift • 6 male employees work part-time • 12 male employees work the morning shift The names of each of the 50 employees are written on separate cards. The cards are shuffled and placed into a container. Part A If one card is selected at random from all 50 cards in the container, what is the probability that the employee is part-time or male? Show your work and explain your answer. Part B If one card is selected at random from all 50 cards in the container, what is the probability that the employee is male or works the afternoon shift? Show your work and explain your answer. Part C If one card is selected at random from all 50 cards in the container, what is the probability that the employee is a female who does not work the morning shift? Show your work and explain your answer. Be sure to complete ALL parts of the task. Write your answer and show your work on the paper provided. Do NOT type your answer in the text box below.

17. Exemplar Response

18. Rubric

19. Student Response Score 3
The student demonstrates a clear understanding of the mathematical concepts being measured by successfully completing two parts of the three parts of the item. In part A, the student successfully finds the correct probability of 37/50 and converts it to 74%. In part C the student successfully finds the correct probability of 4/50 and converts to 8%. In part B, the student partially completes the process, but does not find the final correct answer.

20. Student Response Score 2
In parts A and B, the student partially completes the process, but does not find the correct final answers.
The student demonstrates a basic understanding of the mathematical concepts being measured by successfully completing one part of the item and partially completing the other two parts.
In part C, the student successfully finds the probability of 4/50 and successfully converts to the correct probability of .08

21. Student Response Score 1
In part A, the student correctly adds the part time employees and the male employees, but forgets to subtract out the part time employees that are male.
In part B, the student correctly adds the male workers to the afternoon workers, but forgets to subtract out the male workers that work afternoons.
In part C, the student correctly identifies the number of females, and the number of females who work mornings, but adds the two groups instead of subtracting.
The student demonstrates a minimal understanding of the mathematical concepts being measured by partially completing all three parts.